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Proposal for a Bachelor of Arts (BA) Four Year Honours Degree in Geography
Submission to the Postsecondary Education Quality Assessment Board Algoma University Sault Ste. Marie, Ontario January 2011
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Organization and Program Information
Submission Title Page
Full Legal Name of Organization: Algoma University Operating Name of Organization: Algoma University Common Acronym of Organization: AU URL for Organization Homepage: www.algomau.ca Proposed Degree Nomenclature: Bachelor of Arts in Geography (Honours) Location(s) where program to be delivered: Algoma University 1520 Queen Street East Sault Ste. Marie, Ontario P6A 2G4 Contact Information for Information about this submission: Arthur Perlini
Dean and Associate Vice-President, Academic and Research
1520 Queen Street East Sault Ste. Marie, Ontario P6A 2G4 Tel: 705-949-2301 ext. 4116 Fax: 705-949-6583 Email: [email protected] Site Visit Coordinator: Dawn Elmore
Academic Development and Project Coordinator 1520 Queen Street East Sault Ste. Marie, Ontario P6A 2G4 Tel: 705-949-2301 ext. 4372 Fax: 705-949-6583 Email: [email protected] Anticipated Start Date: September 2011
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Table of Contents Organization and Program Information ............................................................................................................3
Submission Title Page ..............................................................................................................3
1. Introduction................................................................................................................................................................9
1.1 Executive Summary ...........................................................................................................9
Overview of Algoma University’s history, mission, and academic goals ..................................9
Program Description .............................................................................................................11
Program Level Learning Outcomes .......................................................................................13
Employment Opportunities for Graduates ............................................................................13
Program Strengths ................................................................................................................14
Program Delivery ..................................................................................................................15
Capacity to Deliver................................................................................................................15
Enrolment and Faculty Growth .............................................................................................15
Support for Program .............................................................................................................17
1.2. Program Abstract ...........................................................................................................19
2. Degree-Level ........................................................................................................................................................... 21
2.1 Degree Level Summary- Honours Baccalaureate ..............................................................21
3. Admissions, Promotion, Graduation ............................................................................................................ 25
3.1 Admission Requirements Direct Entry .............................................................................25
3.2 Admission Policies and Procedures for Mature Students .................................................25
3.3 Promotion and Graduation Requirements .......................................................................27
3.4 Advanced Standing Policies and Requirements ................................................................29
3.4.1 Credit Transfer/Recognition Policies and Procedures ...................................................29
3.4.2 Advanced Placement Policies .......................................................................................29
3.4.3. Degree Completion Arrangements ..............................................................................29
4. Program Content .................................................................................................................................................. 31
4.1 Program Advisory Committee ..........................................................................................33
4.1.1. Program Advisory Committee Membership ................................................................33
4.1.2. Program Advisory Committee Minutes .......................................................................37
4.2 Professional/Accreditation or Other Requirements .........................................................48
4.3 Learning Outcomes..........................................................................................................49
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4.4. Program Content and Learning Outcomes ......................................................................51
4.4.1 Relationship between program level learning outcomes, degree level expectations, and curriculum design .................................................................................................................59
4.5 Course Descriptions .........................................................................................................63
4.7 Undergraduate Course Schedule 2 ..................................................................................81
4.8 Work Experience .............................................................................................................87
4.9 Course Outlines ...............................................................................................................89
4.9.1. Core Courses ...............................................................................................................91
4.9.2 Techniques Courses .....................................................................................................91
4.9.3. Systematics Courses ....................................................................................................93
4.9.4 Regional Courses..........................................................................................................93
4.9.5. 4000 Series Courses ....................................................................................................94
4.9.6. Additional Proposed Courses ......................................................................................94
4.9.7 Bridging Course Descriptions .......................................................................................94
4.9.8 Bridging Course Outlines ..............................................................................................94
4.9.9 Gap Analysis.................................................................................................................94
5. Delivery Method ................................................................................................................................................... 95
5.1 Quality Assurance of Delivery ..........................................................................................97
5.1.1 Quality Assurance of Program Delivery Policies, Guidelines and Practices ....................97
5.2 Policy on Student Feedback ............................................................................................99
5.3 On-line Delivery ............................................................................................................ 101
5.3.1 On-line Learning Policies and Practices ...................................................................... 101
6. Capacity to Deliver ............................................................................................................................................ 103
6.1 Legal Characteristics and Governance............................................................................ 105
6.2 Learning and Physical Resources.................................................................................... 107
6.2.1 Library Resources ....................................................................................................... 107
6.2.2 Computer Resources .................................................................................................. 113
6.2.3 Classroom Space ........................................................................................................ 115
6.2.4 Laboratories/Equipment/Workstations ...................................................................... 117
6.3 Resource Renewal and Upgrading ................................................................................. 119
6.4 Support Services ............................................................................................................ 125
6.5 Faculty ........................................................................................................................... 129
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6.5.1 Policies on Faculty ...................................................................................................... 131
6.5.2 Curriculum Vitae Release ........................................................................................... 133
6.5.3 Curriculum Vitae for Faculty Assigned to the Degree Program ................................... 133
6.5.4. Curriculum Vitae for Faculty Responsible for Teaching and Curriculum Development of non- core Courses ............................................................................................................... 133
7. Credential Recognition .................................................................................................................................... 135
8. Regulation and Accreditation....................................................................................................................... 137
9. Nomenclature ...................................................................................................................................................... 139
10. Program Evaluation ....................................................................................................................................... 141
11. Academic Freedom and Integrity ............................................................................................................ 143
11.1 Academic Freedom and Integrity Policy ....................................................................... 143
11.2 Academic Honesty Policy ............................................................................................. 143
11.3 Academic Honesty Procedure ...................................................................................... 143
11.4 Policy on Intellectual Products ..................................................................................... 143
11.5 Policy on Ethical Research Practices ............................................................................. 143
12. Student Protection .......................................................................................................................................... 145
12.1 Student Protection Policies .......................................................................................... 145
12.2. Dispute Resolution ..................................................................................................... 145
12.3 Student Dismissal ........................................................................................................ 145
13. Optional Material............................................................................................................................................. 147
13.1 Summary of Surveys .................................................................................................... 147
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1. Introduction
1.1 Executive Summary
Proposed Credential Nomenclature: Bachelor of Arts in Geography (Honours) Discipline/Field of Study: Geography Is work experience/work placement term required for degree completion? No Anticipated Program Start Date: September 2011
Overview of Algoma University’s history, mission, and academic goals
Algoma University has operated for the past 40 years as Algoma University College, an affiliated campus of Laurentian University. On June 18, 2008 the Government of Ontario dissolved Algoma University College and created Algoma University, Ontario’s 19th university. With the introduction of Bill 80, An Act to establish Algoma University and to dissolve Algoma University College, the provincial government gave Algoma University the power to grant bachelor degrees in all programs that Algoma University College offered as an affiliate college of Laurentian University on the day before the Act came into force. Bill 80 also outlines the objects and the special mission of Algoma University, as follows: The Objects of the University are the pursuit of learning through scholarship, teaching and research within a spirit of free enquiry and expression. It is the special mission of the university to,
a) be a teaching-oriented university that provides programs in liberal arts and sciences and professional programs, primarily at the undergraduate level, with a particular focus on the needs of northern Ontario; and
b) cultivate cross-cultural learning between Aboriginal communities and other communities, in keeping with the history of Algoma University and its geographic site.
Algoma University’s vision and strategic objectives are outlined below. These statements were
developed following extensive consultation with all constituent groups of the university, and
were approved by the Algoma University Board of Governors and the Senate in February 2006.
Biidaabin A new dawn
A university of international distinction enriching generations of diverse cultures and communities.
Debwewin Truth
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STRATEGIC OBJECTIVES
1. Algoma University instils pride in its identity through growth in quality and excellence. 2. Algoma University embraces the diverse composition of its student population and
celebrates its distinctive mission for Anishinaabe education and research. 3. Algoma University takes a leadership role and engages with the communities it serves. 4. Algoma University grows by implementing new academic offerings that create a
distinctive university.
Academic planning at Algoma operates within a well established academic planning process that focuses on ‘rolling’ five year plans, and is guided by the vision, strategic objectives, and special mission of Algoma University. Algoma’s independent status will improve postsecondary opportunities for prospective students from the Sault Ste. Marie region and beyond. Until recently, many students were unable to complete their degrees at Algoma and had to relocate to Sudbury or elsewhere for the final years of their programs. At the same time, the choice of programs and course offerings at Algoma is limited, which in turn constrains the breadth of opportunity and impacts student choice and student recruitment. Algoma is in the process of expanding its program offerings to ensure that more four-year programs are available on the Algoma campus and is developing a slate of new programs to meet recognized regional needs. The Bachelor of Arts in Geography (Honours) is one of such program expansions. The proposed Bachelor of Arts (Honours) in Geography and associated specialization and Certificate in Geomatics supports the special mission of Algoma University to “be a teaching-oriented university that provides programs in liberal arts and sciences and professional programs, primarily at the undergraduate level, with a particular focus on the needs of Northern Ontario”. One of the strategic objectives of Algoma University states that “Algoma University grows by implementing new academic offerings that create a distinctive university”. The proposed geography program is a new academic offering that responds to the needs of Northern Ontario by producing graduates with the capacity to critically evaluate and investigate solutions to geographic challenges in the Algoma region as part of multidisciplinary and multicultural teams. The proposed program will be an important component of Algoma University’s ability to contribute to the guiding principles of the Northern Ontario Growth Plan, particularly the first two principles:
1. Creating a highly productive region, with a diverse, globally competitive economy that offers a range of career opportunities for all residents; and,
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2. Developing a highly educated and skilled workforce to support an evolving knowledge-based economy and excellence in the trades.
The following excerpt from Algoma University’s Institutional Plan 2010-2015 provided the direction for development of new programs. As can be seen in the plan for this program, the curriculum aims to prepare graduates who will be ready to contribute to the Northern Prosperity Plan.
Algoma University’s development will be informed by the Ontario and Canadian governments’ priorities for post-secondary education, research, and innovation. In particular, Algoma is fully committed to a future that embraces the four pillars of the Northern Prosperity Plan:
o Strengthening the North and its communities o Listening to and serving Northerners better o Competing globally o Providing opportunities for all
Algoma University’s academic goals include the promotion of interdisciplinary collaboration and innovation to develop programs that are responsive to regional needs and that contribute to provincial capacity. The proposed Bachelor of Arts in Geography clearly aligns with this goal. Algoma University also strives to leverage community-based assets and intellectual resources. The integrative approach taken in curriculum development for the proposed Bachelor of Arts in Geography provides students not only with a broad and comprehensive knowledge of the theoretical approaches, key concepts, methodologies, and current advances in the discipline of geography, but also with the ability to apply this knowledge using critical thinking and problem solving skills. Upon graduation, students will be well-positioned to contribute to developing solutions for social, economic, and environmental problems in local, regional, and international contexts.
The Department of Geography has been a strong part of the growth of Algoma University since its inception as Algoma University College in 1964. The founding faculty laid a very strong foundation for the physical and human dimensions of geography that reflect the integrative nature of the discipline. This tradition guides current and future directions of the department.
Program Description
The Department of Geography proposes to offer a four-year Bachelor of Arts (Honours) in Geography. The proposed program builds on the strong foundation of the current three-year general Bachelor of Arts in Geography by providing an increased depth of study into the knowledge and methods of the discipline. The proposed geography program is organized into four major thematic areas: physical geography, human geography, human-environmental studies, and geomatics. The variety of course offerings in the department reflects the four thematic areas. There is intentional overlap among the thematic areas and many of our faculty
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work across subfields of the discipline and across disciplines, in both teaching and research. Students studying geography will have the option of completing their studies with a specialization in geomatics. In addition, students from outside the discipline have an opportunity to complete a one-year Certificate in Geomatics. The course selection and program requirements reflect the standards, breadth, and rigour of comparable B.A. (Honours) programs across Canada, while at the same time possessing innovative and distinguishing features that are unique to Algoma University. Algoma University’s current three-year geography program has a healthy enrolment, with geography course subscriptions accounting for approximately 3.5% of Algoma’s total full-time equivalent enrolment. In 2008, there were 28 students studying with a concentration in geography and 10 students who included geography as part of a combined concentration. In 2009, there were 30 students with a concentration in geography and 11 students with a combined concentration. Geography courses are popular electives at Algoma, and strongly support the university’s Community Economic and Social Development and Biology programs. Since 2005, 154 prospective geography students have inquired about a four-year geography program. Between 2006 and 2010 an additional 67 applications for the geography program were received by Algoma University. Of these 67 applicants, at least 16 of them accepted offers elsewhere. Anecdotal evidence suggests that the majority of prospective students prefer a four-year honours degree; as such degrees have become the standard in Ontario. The Department of Geography conducted a series of focus group studies in 2010 for students in all levels of the program. Approximately 60% of students in year one, 69% of students in year two, and 64% of students in year three indicated they planned to pursue a fourth year of study. While not all students surveyed were geography majors, the focus group results suggest there is demand from current students for a four-year geography program. If Algoma does not develop its own honours program, students will have to transfer elsewhere to complete their studies. Notes from these focus groups as well as reports from employer consultation can be found in Section 13- Optional Materials. As of July 2010, 64 prospective students looking specifically to enter a four-year geography program in September 2010 had contacted the university. Another 32 prospective students looking for four-year geography programs inquired about entering a program between 2011 and 2016. A total of 95 prospective students have expressed an interest in geography as a discipline (three-or four-year) for studies commencing between 2010 and 2013. The demand is primarily domestic, with prospective students coming from across the province. It is worth noting that the evidence of student demand may be slightly higher than indicated above because applications received prior to 2009 that were coded “Laurentian-Algoma” have since been removed from our student record system. This removal occurred as part of the transition from an affiliate college of Laurentian University to a stand-alone university.
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The proposed curriculum was developed in a consultative fashion using a systematic approach. The development process included extensive input from a program development advisory committee comprised of academics from other institutions and a range of external stakeholders, including potential employers of graduates in the Algoma region. This process resulted in a rich and innovative program that reflects the degree level standards of an honours baccalaureate level degree, while at the same time is responsive to advances in the discipline and the labour market needs of the Algoma region. This is an academically-oriented program designed to prepare students for employment in a variety of related fields, and for further education. Graduates are prepared with critical thinking and other skills that are necessary in all aspects of life. The program is also designed to meet the admission requirements of graduate schools for further study in Geography and related disciplines.
Program Level Learning Outcomes
The curriculum design creates a program that prepares graduates to meet or exceed the degree level expectations for an Honours Bachelor’s Degree. Learning activities within program courses are designed to develop a sound foundation in the essential knowledge, skills and attributes required for entry-level employment or further education in geography. The communication, teamwork, and project management skills which were strongly recommended by stakeholders, as well as the attributes needed for self-development, lifelong learning and employment readiness will be modeled and reinforced. Senior level courses and projects will require these qualities. Field courses, laboratory, hands-on and independent assignments will develop essential practical competencies and offer experience in use of current technology and equipment. Details about the Program Learning Outcomes and related learning activities can be found in sections 4.3 and 4.4.
Employment Opportunities for Graduates
Algoma University’s current three-year program has a history of producing top quality graduates who move on to successful post-secondary studies or to careers in a variety of fields in both the public and private sectors, locally, nationally, and internationally. That said, the relevance of three-year degrees in the labour market continues to decline, and Algoma University must respond by offering a four-year honours baccalaureate degree as an option for its students. Geography is a field with broad scope and depth. Graduates will be able to apply principles of geographic knowledge using critical thinking and problem solving skills to contribute to solutions for social, economic, and environmental problems in local, regional, and international contexts. Career options are broad, and examples include Teacher, Cartographer, Environmental Policy Analyst, Environmental Researcher, Natural Resource Analyst,
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Environmental Planner, Urban and Regional Planner, Geographic Information Systems (GIS) Specialist, Policy Researcher, International Development Worker, and Community and Economic Development Practitioners. Locally, geomatics is an expanding sector, presenting numerous local employment opportunities for graduates of the program in the public and private sector. The geomatics-focused branch of the Sault Ste. Marie Innovation Centre (SSMIC), The Community Geomatics Centre (CGC), will relocate to the Algoma University campus in 2011. The CGC is an award-winning and innovative organization that works to promote and establish the partnerships and technological means to efficiently share geospatial data, tools, and knowledge amongst community organizations. The CGC is in a high-growth mode, and is planning for an expansion of its workforce from the current 20 to 60 employees by 2015. In addition, many local private and public sector organizations hire employees with skills in Geography and Geomatics including the Ministry of Natural Resources, Ministry of Northern Development and Mines, City of Sault Ste. Marie, R&B Cormier, Wilderness Group, Sault Ste. Marie Economic Development Corporation, FedNor and its International Business Office, the Northern Ontario Heritage Fund Corporation, Biocarbon Systems International, the Ontario Lottery and Gaming Corporation, and surrounding municipalities. Occupations requiring a university education have climbed from 13.1% in 1987 to 17.3% in 2005 (Human Resources and Skills Development Canada (HRSDC), 2007). HRSDC anticipates demand for university graduates will continue to grow by 1.6% annually until 2015. It is difficult to analyze the labour market outlook for geography graduates specifically, as most jobs for geographers do not bear "Geographer" as a job title. However, the study of geography, particularly when combined with the development of technical skills (Geomatics and GIS), is a good basis for a career in a variety of fields. While the percentage of occupations requiring a university degree climbs, the number of students studying geography at the university level has risen Canada-wide since 1999. Between 1999 and 2005, enrolment in geography programs increased from 8,100 to 9,000 students, an increase of 11.1% (University Graduation and Enrolment for Environment-related Programs, 2008).
Program Strengths
The course selection and program requirements reflect the standards, breadth and rigour of honours baccalaureate programs. The program has been crafted to meet the Honours Degree Level Standard which is aligned with the University Undergraduate Degree Level Expectations (UUDLES), adopted by the Council of Ontario Universities (COU) in December 2005. The program also aims to illustrate innovative and distinguishing features that are unique to Algoma University mission and programs. In addition to the strengths found in the content and delivery of the curriculum, the design demonstrates consideration for Algoma University’s “non-traditional” student mix, as described in the background information. By offering this program in Sault Ste. Marie, access to leading-edge education will be enhanced. Local students will be able to remain in their home
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community and students from elsewhere will be attracted to our campus. These aspects are advantageous to both the budgets of local families, and the economic future of our community and newly independent university. The proposed program will be characteristic of other Algoma University programs in that there will be small class sizes (as compared to larger universities),opportunity for one-on-one interaction with program faculty, and supportive programs and services available for students – all strengths that are unique to a small institution such as Algoma and that will facilitate student engagement throughout the program.
Program Delivery
This program is delivered using a range of learning experiences which will include lecture, laboratory, tutorial, and project based activities designed to ensure that graduates have the essential discipline-specific knowledge, skills and behaviours. In addition, learning activities will be carefully planned to facilitate the development of generic skills such as communication, teamwork and project management which are key to success. Due to the hands-on and participatory nature of the program, laboratory, project based courses, and field work; this program will not initially be delivered by distance education.
Capacity to Deliver
Algoma University has the capacity to deliver the proposed program. Algoma University has an over 40 year history of offering high-quality degree programs in the province of Ontario as an affiliate college of Laurentian University. Algoma has in place the requisite governance structures, administrative structures, and quality standards appropriate to a university, as evidenced through its institutional membership in the Association of Universities and Colleges Canada (AUCC) and the Council of Ontario Universities (COU).
Students in the proposed program will study on the main campus which houses academic and research facilities, teaching laboratories, classrooms, and faculty offices.
Enrolment and Faculty Growth
Anticipated enrolment for first 4 years of program The numbers below represent the cumulative number of actual students in the total geography program. Year 1 (2011/12): 50 Year 2 (2012/13): 57 Year 3 (2013/14): 62 Year 4 (2014/15): 63 These numbers were calculated based on 10-year enrolment projections for the geography program, and assume a 73% retention rate between years one and two and a 90% retention rate between years two, three, and four. A steady-state enrolment of 94 students is anticipated for 2020/21 and beyond. At this point, the mature program will be well-established
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and Algoma University’s total enrolment will be at approximately 2,500 students. In ten years time, it is estimated geography students will represent 3-4% of total enrolment. Student Enrolment Projections - Geography Concentrations (including combined
concentrations)
Students 2011 /12
2012/ 13
2013/ 14
2014/ 15
2015/ 16
2016/ 17
2017 /18
2018/ 19
2019/ 20
2020/ 21
First Year 20 20 22 22 24 26 28 30 32 34
Second Year
15 15 15 16 16 18 19 20 22 23
Third Year 10 14 13 13 14 14 16 17 18 20
Fourth Year
5 9 12 12 12 13 13 14 15 17
Total Students
50 57 62 63 66 71 76 82 88 94
Steady state enrolment is based on research of comparable programs at other northern institutions. In 2008/09, Lakehead University had 36 full-time and 16 part-time students enrolled as geography majors. Laurentian University had 80 students studying geography in the same year. The University of Northern British Columbia (UNBC), a university very similar to Algoma, had 51 full-time equivalent (FTE) geography students in 2008/09. At UNBC, geography majors represent approximately 2% of some 2,656.95 FTE students. It is anticipated that Algoma University’s mature geography program will attract a similar number of students as the above three institutions. Geography courses are popular elective choices. Geography courses strongly support Algoma’s Community Economic and Social Development (CESD), Bachelor of Business Administration (BBA), and Biology programs. It is expected that student enrolment calculated by full-time equivalent (FTE) students per course will be healthy and somewhere in the order of 70 FTE by year four of offering. In 2008/09, enrolment in geography and geology courses was 41.5 full-time equivalents (FTEs). Given the popularity of geography and geology courses as electives at Algoma University, it is anticipated that course subscriptions measured in FTEs will be significantly higher than the actual student count for geography majors.
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Anticipated Faculty and Staff for first four-years of the program Current Faculty Complement (full-time) -2 Current Faculty Complement (part-time) -2 New Faculty Hires
(full-time) New Faculty Hires (part-time)
New Staff Positions (provide # and description i.e. 1 FT Lab Coordinator)
Year 1 2011/12
1 2 0
Year 2 2012/13
1 0 1 PT Lab Coordinator /Technician 2 Student Assistants
Year 3 2012/13
0 2 0
Year 4 2013/14
0 0 0
Total faculty complement in year four of offering – 4 full-time, 6 sessional
Support for Program
Letters of support from a number of stakeholders are included in Section 7. A summary of input gathered focus groups conducted with students and with employers is attached in the Optional Materials Section # 13
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1.2. Program Abstract
Algoma University proposes a four-year Bachelor of Arts (Honours) in Geography. The program builds on the strong foundation of the current three-year general Bachelor of Arts in Geography by providing an increased depth of study in the knowledge and methods of the discipline. The proposed geography program is organized into four major thematic areas: physical geography, human geography, human-environmental studies, and geomatics. Students have the option of completing their studies with a specialization in geomatics. The curriculum considers community educational and economic development needs. Graduates will be able to apply principles of geographic knowledge, critical thinking and problem solving skills, and practical field experience to contribute to solutions for social, economic, and environmental challenges in local, regional, and international contexts. Career options are broad, and examples include Teacher, Cartographer, Environmental Policy Analyst, Environmental Researcher, Natural Resource Analyst, Environmental Planner, Urban and Regional Planner, Geographic Information Systems (GIS) Specialist, Policy Researcher, International Development Worker, and Community and Economic Development Practitioner. The program is also designed to meet the admission requirements of graduate schools for further study in Geography and related disciplines.
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2. Degree-Level
2.1 Degree Level Summary- Honours Baccalaureate
The curriculum for the proposed program was designed in a consultative and systematic fashion in order to meet the requirements for an Honours Bachelor’s Degree as articulated by the Postsecondary Education Quality Assessment Board. A Program Development Advisory Committee, representative of local and non-local stakeholder groups played an important role in curriculum development. In addition, the program was developed by referencing established university programs in Ontario and elsewhere. Students will demonstrate their use of research, synthesis of information, creative and independent thinking and strategies by designing, executing, and communicating several projects during years 1-3. In addition, students are required to complete, under supervision, a Senior Thesis in the final year or in the non–thesis path undertake substantive term projects and seminar presentations in the 4000 level courses. The following sections provide analysis of how the curriculum design creates a program that prepares graduates to meet or exceed the degree level expectations for an Honours Bachelor’s Degree using the categories in the University Undergraduate Degree Level Expectations (UUDLES). Also shown are examples of the courses which illustrate learning activities to contribute to achievements in each category. Depth and Breadth of Knowledge Graduates of the Bachelor of Arts (Honours) in Geography will have been exposed to an increasingly complex level of knowledge in the key concepts, methodologies, current advances, and theoretical approaches in Geography with increasing focus on application and synthesis of knowledge as they progress through four years of study. Students will develop a solid theoretical foundation for geography through a variety of core and related courses in the discipline supported by field and laboratory studies. The integrated approach to the curriculum ensures that students are provided with a broad perspective essential in the field of geography. For example, in Introduction to Cartography, students will study the history, importance, principles, techniques, technologies, and art of mapmaking. Geographic visualization techniques are also discussed. A key feature of the course is hands-on experience in analyzing spatial problems and designing maps in a digital environment. Placement opportunities and practical field work provide further advantage to the proposed program. Upper level students will have opportunity to explore creative ideas and leading edge concepts in a choice from directed studies and two sessions of special topics courses. Many courses require participation in classroom discussions, group collaboration, traditional Elder visits, and presentations, where students develop critical thinking, communication, interpersonal skills, and cross-cultural exposure. This is an essential aspect of study and work in geography. They will be required to understand, conduct research and write about topics that are spatial in nature.
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Analytical skills are developed throughout the program, as students are increasingly expected to examine and analyze the contribution of geography to human welfare and environmental sustainability. Through elective courses in the sciences and humanities, students gain the ability to apply critical thinking and analytical skills outside their discipline and are expected to integrate information and skills into the diverse aspects of the study of geography. Students also consider social, cultural, and ethical matters which impact and are impacted by geography. This is important for graduates who we hope will be informed citizens and able to contribute to the development of their local and wider communities. Many elective courses emphasize communication skills, the capacity for independent work, and an understanding of key knowledge and methodologies in disciplines outside geography. The end result is graduates with broad-based knowledge and an understanding of the society in which they live and work. Knowledge of Methodologies Many of the available courses in Geography include a practical application component that requires students to gather information, analyze data, and solve problems using scientific and creative approaches. For example students learn to apply skills gained, to natural resources appraisal, land use inventory, and environmental monitoring. Students are given a strong background in quantitative geography to help support the processing, analysis, and presentation of geographic information. Critically evaluating the research of others and learning to conduct independent research and literature reviews in laboratory work, field work, Directed Studies, and projects will help prepare them for gathering evidence, conducting research assignments, and presenting research information. Students gain an increasingly complex understanding of problem solving and the creative strategies needed in geography. For example, they may apply principles of weather and climate to urban facility design and location, and to health considerations. Students are required to use practical skills in courses such as Geomorphology where they apply tools and techniques such as map analysis, geographical information systems (GIS), remote sensing, data analysis (statistical, spatial, analytical), and appropriate theories to gather and interpret and present information on Earth surface processes and landforms. They will use numerical measurements and computation skills throughout the program. The advisory committee supported the faculty’s recommendation that project management, survey techniques, writing, communication, and presentation skills should be developed in the program. Practicum and thesis and seminar courses help build these skills. Many courses require students to become familiar with current research and leading edge technology.
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Application of Knowledge Many of the core courses in Geography include a practical application. Geography requires understanding of the interrelationships between human and natural environmental systems, the ability to make connections between the two, and with various disciplines. This thread can be observed in the core and elective courses within the geography curriculum design and in the geomatics specialization. The curriculum of the program provides a range of learning experiences requiring students to use their knowledge to review, develop, present, and critically evaluate proposals and approaches to confronting issues and solving problems. This is complemented by opportunities for community and field attachments. They will use a variety of techniques to complete assignments and projects both within and outside of their discipline. Students are provided with opportunities to build skills in gathering, reviewing, evaluating, and interpreting information. A number of courses expect students to critically evaluate methods used to deal with challenging situations and to present articulate written and oral reports. Many core and elective courses in this program require students to comprehend and apply information from scholarly reviews and primary sources to their assignments. Communication Skills Most courses in the program call for demonstration of written and oral communication skills which can be used for a variety of audiences. As part of their learning activities students complete reports, research papers, seminar presentations, and group assignments. Throughout the curriculum, students are exposed to current technology, and are expected to use presentation programs and up to date software. Students develop a strong ability to communicate information, arguments, and analyses by their final year of study, when they will complete their Senior Thesis or undertake challenging assignments in 4000 level courses. Opportunities for oral communication include presentations to peers, faculty, and, in some cases, members of the local community and academic conferences and seminars. Students learn to prepare written communication for a range of audiences including peers, academics, businesses and the general public as these skills are important for the many applications of geography in public and private sectors. Awareness of Limits of Knowledge As can be seen in the minutes of the April, 2010 Advisory Committee meeting an interesting trend is that employers expect graduates to be aware of the limits of their knowledge. This is connected to the importance of teamwork in the discipline. The faculty has carefully considered
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this information and has crafted courses and learning experiences to include a significant amount of group work and other collaborative activities. Students intending to pursue a career in a diverse application field such as geography need to have an appreciation of the ambiguity and limits to their knowledge. The curriculum is designed to ensure students graduate with a firm understanding of the limits to their knowledge as well as awareness of the strategies available to help them attain and maintain up to date knowledge and skills in the field. These attributes are essential preparation for employment or further study. For example, the range of available geography electives as well as the Special Topics courses intends to help students investigate trends and issues and appreciate the contribution of interdisciplinary knowledge and skills as well as perspectives from diverse cultures and communities. Several courses will present and discuss challenging concepts and conflicting ideas. Students appreciate that the science and technology applicable in geography are evolving. In upper year courses, when students are engaged in their own projects they will experience uncertainty and ambiguity, and will come to understand first-hand the limits of their knowledge and consider how to deal with these limits in team problem solving efforts, investigative projects, and presentations. Professional Capacity/Autonomy In both core and elective courses students are increasingly responsible for managing their own time and directing their own learning. Project management, survey techniques, writing, communication, and presentation skills are developed in the program. Field placement and thesis and seminar courses help build these skills. The curriculum presents students with many opportunities to complete individual and group assignments and projects, providing them with experiences to exercise personal initiative. Students are assessed on group and individual work, and are expected to be active participants in such activities. Students are responsible for managing their own assignments from start to finish. These assignments increase in complexity throughout the curriculum, culminating in the requirement to produce a Senior Thesis or substantive term papers and seminars in the 4th year. This requires students to pursue the full extent of creative and scientific work. To progress through and graduate from the program, students must be able to manage their own learning, work effectively with others, and demonstrate behavior consistent with academic integrity and social responsibility. With these skills, graduates will be well-prepared for further study or employment within the diversity of opportunities available to graduates with a solid education in geography.
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3. Admissions, Promotion, Graduation All Algoma University policies relating to admissions, promotion, and graduation standards in this section were approved by the Algoma University Senate on February 6, 2009.
3.1 Admission Requirements Direct Entry Program Admission Requirements
Academic In accordance with standard Algoma U admission policy, students must present a completed Ontario Secondary School Diploma (OSSD) with a minimum average of 65% on six courses from any of the following categories in the Ontario curriculum:
Ontario Academic Courses (OAC’s) OR
University Courses (U’s) OR
University/College courses (U/M’s, which are sometimes coded as “M” for “mixed”)
Related work/volunteer experience None
Other (e.g. portfolio, specialized testing, interview, G.R.E.)
None
Algoma University’s requirements for admission to the Bachelor of Arts in Geography are consistent with practices at other Ontario universities and with the standards of the Postsecondary Education Quality Assessment Board.
3.2 Admission Policies and Procedures for Mature Students
Algoma University’s protocol for admission of mature students has been assessed in a prior submission, Bachelor of Science (Biology) which received Ministerial Consent in July 2010. The current version can be found in a separate compilation containing university’s policies and procedures as required in the November, 2010 Submission Guidelines for Public Organizations Applying for Ministerial Consent. Algoma University’s protocol for mature students is consistent with the standards of the Postsecondary Education Quality Assessment Board and with practices at other Ontario Universities. Algoma University does not necessarily require mature students to demonstrate academic abilities by successful completion of courses at the postsecondary level or by entrance examination. This is consistent with the mature student admissions policy of Laurentian University, and is consistent with the policies of other universities across Ontario including Nipissing University, University of Ottawa, University of Guelph, McMaster University, and Queen’s University. Similar to other degree-granting institutions, Algoma University looks at academic, professional, and volunteer activities of a mature student applicant to determine if there is a strong possibility of academic success.
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3.3 Promotion and Graduation Requirements
Program Requirement Level of Achievement
Promotion Graduation
Courses in disciplines outside of main field of study
60%average 60%average
Courses in disciplines within the main field of study
*70% average on a minimum of 60 credits
*70% average on a minimum of 60 credits
Other, please specify (e.g. work placement)
N/A N/A
Other, please specify (e.g. research paper)
N/A N/A
Other, please specify (e.g. laboratories)
N/A N/A
Overall Achievement 60% cumulative average. 70% average in courses within main field of study for Honours designation.
*60% cumulative average. 70% average in courses within main field of study for Honours designation.
*For Honours designation students complete the discipline-specific requirements with a minimum overall average of 70% on a minimum of 60 credits in the core subject. These requirements are consistent with the university’s requirements for promotion in other disciplines , are intended to require the rigor and quality of performance expected in an honours degree, and to support student success. The policies are in line with those of other Ontario universities. Standard Algoma University policy describing grading policies and practices, along with a description of Algoma’s grading schemes, is outlined on pages 31-33 of the Algoma University Academic Calendar, which is enclosed with the submission binder. Standard Algoma University policy pertaining to promotion and graduation requirements is outlined in the “Degree Regulations” section of the Algoma University Academic Calendar on pages 38-44, which is enclosed with the submission binder. These sections have been assessed in a prior submission, Bachelor of Science (Biology) which received Ministerial Consent in July 2010. The current version can be found in a separate compilation containing university’s policies and procedures as required in the November, 2010 Submission Guidelines for Public Organizations Applying for Ministerial Consent.
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3.4 Advanced Standing Policies and Requirements
3.4.1 Credit Transfer/Recognition Policies and Procedures
This section has been assessed in a prior submission, Bachelor of Science (Biology), which received Ministerial Consent in July 2010. The current version can be found in a separate compilation containing university’s policies and procedures as required in the November, 2010 Submission Guidelines for Public Organizations Applying for Ministerial Consent.
3.4.2 Advanced Placement Policies
This section has been assessed in a prior submission, Bachelor of Social Work, which received Ministerial Consent in December, 2010. The current version can be found in a separate compilation containing university’s policies and procedures as required in the November, 2010 Submission Guidelines for Public Organizations Applying for Ministerial Consent.
3.4.3. Degree Completion Arrangements
Not applicable
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4. Program Content As can be seen in the curriculum plan and the course outlines, the program intends to provide students with the balance of theory and practical experiences needed to develop the discipline-specific knowledge and skills as well as more generic attributes recommended by the advisory committee and by consultation undertaken in developing this program. The program provides a sound foundation in Physical and Human Geography as well as critical knowledge and skills in spatial thinking and quantitative aspects of the discipline. This is followed by a carefully designed offering of Techniques, Systematics, and Regional courses to capture the integrating nature of the program. Every effort will be made to ensure that theory and practice will be up to date. Senior level courses will focus on leading edge practices and will make students aware of current developments and issues in the field. A balance of Science, Humanities and open electives is offered to provide a solid exposure to other disciplines and to enrich the knowledge and perspectives graduates will bring to their studies and career. Plans for student assessments will ensure that graduates have been able to demonstrate achievement of the learning outcomes for the courses. Senior level projects will require performances to demonstrate the integrated knowledge reflected in the program level learning outcomes
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4.1 Program Advisory Committee
4.1.1. Program Advisory Committee Membership Name Occupation Related Credential(s) Professional
Affiliation(s) Employer Consent to release
information to Postsecondary
Education Quality Assessment Board
(yes/no)
D. Bruce Strapp Director of Northern Ontario Heritage Fund Corporation (NOHFC) Chief Executive Officer of Sault Ste. Marie Economic Development Corporation Executive Director (Timmins and Red Lake)
Honours B.A. from University of Toronto (Major Economic Geography) Past Chair and retired member of the Northeast Northern Development Council appointed by the Minister of Northern Development Founding member, past Chairman and retired member of the Northwestern Ontario Development Network 1989 Recipient of EDCO President's Award for Recognition of Achievement in Economic Development in Northern Ontario 2009 Recipient Economic Development Achievement Award
Past President and current member of Economic Developers Council of Ontario (EDCO) Current member of Economic Development Association of Canada (EDAC) Treasurer and current Board member for Ontario's North Economic Development Corp (ONEDC)
Sault Ste. Marie Economic Development Corporation (1992 - Present) Timmins Economic Development Corporation (1990 - 1992) Red Lake District Economic Development Corporation (1985 to 1990)
Yes
Al Harnden Elementary School Principal
B.A. Geography/B.Ed. Nipissing
Ontario Principal’s Council
Algoma District School Board
Yes
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Robert G. Cormier President & Chief Pilot Forestry Technologist Commercial Pilot Research Diver
R&B Cormier Inc. and Remote Airborne Solutions \Inc.
Yes
Michelle Courneene Managing Director Health Informatics Development Manager (Sault Ste Marie Innovation Centre) Graduate Certificate, Health Informatics (UNIVERSITÉ DE SHERBROOKE, SHERBROOKE, QC, CANADA Currently pursuing) Bachelor of Arts, Information Technology Bachelor of Arts, Honours Psychology
Member- COACH Canada’s Health Informatics Association Member- HIMSS Healthcare and Information Management Systems Society
Health Informatics Institute, Algoma University
Yes
Edward Allan (Al) Wright
Community Development Officer
Honours BA - Gold Medal (Geography), Master of Arts (Geography)
Community Development Corporation of Sault Ste. Marie & Area (retired in 1996 after 28 years with Ontario Ministry of Natural Resources - most recent position in the Ontario Civil Service was Provincial Lands and Waters Program Advisor, Operations Analysis Unit)
Yes
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Dr. Raoul Etongue Mayer
Full Professor, Geography
BA Honors (Yaoundé), M Sc (Sherbrooke, PQ), PhD (Laval, PQ)
Laurentian University, Geography Department
Laurentian University
Yes
Chris Sambol Manager, Health and Human Services
BAH – Geography, University of Guelph; Minor – GIS and Environmental Analysis, University of Guelph; Post-Diploma – GIS Application Specialist, Sault College of Applied Arts and Technology
GISP (GIS Professional) Sault Ste. Marie Innovation Centre, Community Geomatics Centre
Yes
Dr. Robert Ewing Emeritus Professor of Geography
M.A. / PhD – University of Edinburgh
Yes
David Bean Retired Professional Planner
BA (Hons) Carleton None N/A Yes
Dr. Dan Shrubsole Professor and Chair PhD Executive Member, Canadian Association of Geographers
University of Western Ontario
Yes
Gemma Cabral-Gushue
Student None None None, student of Algoma University
Yes
Stephen Harvey Senior Policy Advisor
BES, MA
None Ontario Ministry of Natural Resources
Yes
Brian Punch
Chair, The Natural Environment and Technology
Masters of Business Administration
None Sault College of Applied Arts and Technology
Yes
Karen Kahtava GIS Specialist GIS Certificate B.S. Biology & Geography
None City of Dryden Yes
Dan Smith Professor PhD University of Alberta Past-President Canadian Association of Geographers
University of Victoria Yes
Dr. George Kyei-Poku Research Scientist PhD – Tokyo University of Agriculture and Technology, Tokyo Japan
Entomology Call Society of America Society for Invertebrate
Canadian Forestry Service
Yes
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Pathology
Anna Boyonoski Manager, Downtown Association
M.Sc. (University of Guelph) Sessional Instructor (since 2001), Geography Dept. Algoma University
None Downtown Association Yes
Shawn Croisier Account Manager 1. Bachelor of Arts - Geography
2. Geographic Information Systems Applications Specialist Certificate
None ESRI Canada
Yes
Jill Inch Teacher - Superior Heights
Geography Department Head
OAGEE Algoma District School Board
Yes
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4.1.2. Program Advisory Committee Minutes
This section includes copies of relevant minutes of the Geography Program Development Advisory Committee meetings. The minutes are placed in chronological order, starting with the most recent minutes.
Geography Program Development Advisory Committee Meeting Minutes Wednesday, September 22, 2010
4:30-5:30 EST NW306
Algoma University Attending: Rob Cormier, George Kyei-Poku, Anna Boyonoski, Bruce Strapp, Nairne Cameron, William Osei, David Bean, Jill Inch, Chris Sambol, Dawn Elmore Regrets: Robert Ewing, Steve Harvey, Allan Wright, Allan Harnden, Dan Shrubsole, Dan Smith, Michelle Courneene, Raoul Etongue Mayer, Gemma Cabral-Gushue, Brian Punch
1. Approval of Agenda The agenda was approved as presented.
2. Approval of Minutes of April 9, 2010 Meeting MOVED Cormier/Sambol To approve the minutes of the April 9, 2010 meeting as presented. CARRIED
3. Review of New Program Template and Program Requirements The committee had a roundtable discussion on the new program template and program requirements. The following input was received from the advisory committee:
Make the weather station GIS-compatible and perhaps collaborate with other local organizations such as the MNR or NRCan.
Use University of Guelph or another institution rather than St. Mary’s as a comparator program.
Good projections for enrolment – realistic with good supportive arguments.
Add that the program will support the business program.
Second last paragraph on page four change “Community Development Officers” to “Community and Economic Development Practitioners”.
Consider adding a specialization in economics to the four major thematic areas.
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Clarify the relationship between the Sault Ste. Marie Innovation Centre and the Community Geomatics Centre in the document.
Add the following organizations to the list on page six: Sault Ste. Marie Economic Development Corporation, Ministry of Northern Development and Mines, FedNor and its International Business Office, Northern Ontario Heritage Fund Corporation, Biocarbons Systems International, and the Ontario Lottery and Gaming Corporation.
Add an outcome relating to “gain experience and interact with real community and regional applications in geography (i.e. BPAC, Conservation Authority, City of Sault Ste. Marie Downtown Development Initiative, Destiny Sault Ste. Marie Economic Diversification Strategy, Community Quality Improvement, and First Nation forestry and development initiatives). This could be through standard community projects completed by students each year with community partners (Waterloo has a good model). This could work particularly well with longstanding economic development projects in Sault Ste. Marie.
Good reference to the Northern Ontario Growth Plan.
Collaborate, if possible, by sharing equipment with the Computer Science program at Algoma or the Sault Ste. Marie Innovation Centre.
Cormier noted his company does not use the term “Air Photo Interpretation and Analysis”, rather they use “3D Imagery”. Dr. Osei noted the air photo interpretation term continues to be used in academia and includes 3D imagery in the course description. Bean reflected on the feedback of Marie McGregor-Pitawanakwat as to how an Aboriginal identity could add to the uniqueness of the program. Bean noted this theme does not seem to be as upfront as it could be. Dr. Osei noted that the content shows more in the detailed course outlines. The comment was noted. Bean expressed that he was pleased to see the Community Geomatics Centre is moving to campus. Questions were asked regarding the role of co-op in the program. It was noted the co-op route is optional, as are the field courses and the practicum. Dr. Osei noted it is good for students to have the option. Cormier noted his company hires many students through the co-op program. Others noted it is hard to find placements because of budget and available space. The merits of the Northern Ontario Heritage Fund Co-op Program were mentioned. It was suggested that a course on Indigenous settlement patterns may be appropriate as a new Regional course. Dr. Cameron noted that these patterns are covered in the Geography of Ontario course. Questions were asked regarding the one-year certificate program. It was noted that typically the certificate is spread out over a number of years and is completed by students in other disciplines. It was noted that students with an interest in Geomatics who are in the Geography program will complete the specialization in Geomatics. Cormier noted some of
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his best employees are forestry graduates who have gone back to school for one year. It was noted the certificate option could be attractive to mature students. It was noted planning is well addressed in the curriculum. There was discussion on the number of core geography credits and the overall number of geography credits offered. Dr. Osei noted the way the program is constructed is standard for geography programs. Dr. Osei noted the university is promoting a move to 60 required courses in the discipline for all Bachelor of Arts programs, and there may be some changes with respect to the number of credits in the discipline as the program goes through the internal approvals process. Members suggested it was beneficial to have more diverse course offerings in geography. Dr. Osei noted there are many courses that cannot be excluded as the program has to cover both human and physical geography, plus the specialization in geomatics. Dr. Osei also noted the program is being built for future growth. Strapp commented on Dr. Myers installation speech over the weekend, and how building international experience into the geography program would be extremely valuable. 4. Consideration of Motions MOVED Sambol/Strapp To support the proposed Bachelor of Arts in Geography program. CARRIED MOVED Bean/ Kyei-Poku That the proposed program meets or exceeds the requirements of the field of study and/or practice. CARRIED 5. Other Business Elmore summarized the approvals process from here on, noting that the program will now proceed through the internal approvals process and then on to the Postsecondary Education Quality Assessment Board (PEQAB). Elmore thanked all for their contributions and noted that she will provide the committee with updates on the progress of the application. 6. Adjournment
The meeting was adjourned at 5:30 p.m.
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Geography Program Development Advisory Committee
Meeting Minutes Friday, April 9, 2010
1:00-3:00 EST NW306
Algoma University Attending in person: Gemma Cabral-Gushue, Al Wright, Bruce Strapp, George Kyei-Poku, Marie McGregor Pitawanakwat, Steve Harvey, David Bean, Raoul Etongue Mayer, Rob Cormier, Robert Ewing, Mustafa Professor at Laurentian, Michelle Courneene, Hardy Kraft, Shawn Crosier, Dawn Elmore, William Osei, Mustafa Abdulhusein (guest) Attending via teleconference: Dan Smith, Allan Harnden, Nairne Cameron, Karen Kahtava, Mary Guerard (Recorder) Regrets: Anna Boyonoski, Jill Inch, Dan Shrubsole, Brian Punch, Chris Sambol 1. Introductions and welcome
Roundtable introductions were made. 2. Approval of agenda
MOTION Bean/Osei To approve the agenda as presented. CARRIED
3. Approval of minutes of meeting on October 30, 2009
MOTION Bean/Wright To approve the minutes of the meeting on October 30, 2009. CARRIED
4. Business arising
It was decided not to set aside the idea of focusing on energy, as indicated in the minutes. 5. Overview of information requirements from advisory committee members
Elmore explained that meeting minutes and basic biographical information on committee
members will need to be submitted as part of the application to the Postsecondary Education Quality Assessment Board (PEQAB). Elmore noted that she will send an email to all committee members after the meeting with further detail about the information required and for their consent to release this information to PEQAB. Elmore noted this
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information will be confidential and will be used by the PEQAB Board to assess the depth and breadth of expertise on the advisory committee.
6. Review of progress since last meeting
Elmore and Osei reviewed progress since last meeting. It was noted that input was sought from students and potential employers of graduates. Significant work went into creating a draft of the program-level learning outcomes. It was noted that three focus groups with students were held, and this input was considered when drafting the learning outcomes. Trends in the feedback were discussed including interest in fieldwork and interest in environmental geography. Osei explained the interface between geography and environmental geography. It was noted the definition of environmental geography was not provided to students, so their interest is based on their own personal interpretation of what “environmental” means. Cormier noted that, for his firm, a certificate in Geomatics would make an applicant stand out above others with a university degree only. Discussion followed on the interest of students in Geomatics. Members were cautioned not to draw too many conclusions from the student survey, as some participants were taking the course as an elective and some were not familiar with the term (although it was explained to them at the start of each focus group). The question of a relationship with Sault College was asked. Osei clarified that many who take the GIS program at Sault College already have degrees, as it is a graduate certificate. It was noted Algoma will continue to explore possibilities of working with Sault College, and will be sure to complement and not duplicate the program at the college. It was suggested that the survey of potential employers of graduates that indicates a preference for education in Geomatics should be shared with students. It was noted this will definitely be considered during development, while continuing to recognize that the technical part is not for everyone and many students will want a broad and general university degree. It was clarified that Algoma does not want to duplicate the college focus on practical skills, instead Algoma’s degree should provide a basis to move and expand further in the field in the area of analysis. It was clarified that Geography is not Geomatics. It was noted Laurentian has a 30 credit certificate in Applied Geography that includes GIS, Remote Sensing and Cartography. Nipissing also has a similar certificate. It was noted that a broad university education combined with technical skills can make for the perfect employee from an employer’s perspective.
7. Summary of consultation with students and potential employers
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Elmore reviewed the two reports that were distributed and explained that both were used to inform the development of the learning outcomes. An interesting trend that employers expect graduates be aware of the limits of their knowledge was noted. It was noted this is connected to the importance of teamwork, as a team must successfully build on each other’s strengths. Cameron noted students do a significant amount of group work in her current courses.
McGregor Pitawanakwat distributed notes for discussion on the Anishinaabe perspective to geography. The traditional view of the study of geography was discussed, and it was suggested this be an important component of Algoma’s program. It was noted the document will be emailed to those not present and attending via teleconference.
Osei described aspects of the curriculum where the Anishinaabe perspectives will be included such as Hydrology and Water Resources, Indigenous Knowledge and Natural Resource Management, and Biogeography. A course on First Nation and Human Activity was suggested. It was noted that project management, survey techniques, writing, communication, and presentation skills should be developed in the program. Osei noted that field placement and thesis and seminar courses help build these skills. The committee discussed the questions of: What is Algoma doing that is different from Laurentian or elsewhere. How will we distinguish ourselves? Is this part of a separate course or is it incorporated throughout the program. This differentiating quality can be marketed and will be in the details of course outlines. It was noted that the senior thesis is a requirement, not a choice. It was noted basic numeracy and literacy courses are important, but should not replace key geography courses. Osei noted Senate has the final say on this. The following ideas were discussed as ways to differentiate Algoma’s program:
Anishinaabe perspective throughout
Unique sense of “place” – Great Lake basin, border city, international perspective
Be the only northern Ontario university to offer geography co-op
environment
our roots
tools to look at our resources
resources 8. Review of draft program-level learning outcomes
Elmore described the draft of the program-level learning outcomes and how they should reflect the unique aspects of the proposed program. Elmore noted the six categories they are divided into are reflective of the degree-level standards created by the Council of Ontario Universities (COU) to harmonize outcomes of university education in Ontario.
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There was further discussion on differentiating Algoma’s program. All were cautioned in making the proposed program too unique, as undergraduate degrees in geography typically provide a broad education and student will specialize once they get to the Masters level. General feedback about the outcomes was positive, although there were comments that the outcomes are not distinctive enough with the exception of #5. It was noted students graduating from the program will need to have transferable skills so they can transfer to other programs, if they like, or move on to graduate study in any specialty. It was noted that geographers traditionally view themselves as generalist synthesizers. Elmore provided an example of how the proposed biology program differentiated itself with an outcome that reflected the collaborations with local public and private sector organizations in biology-related fields. The outcome is pasted below: Work collaboratively to critically evaluate, and investigate possible solutions to biological challenges relevant to the Algoma region through exposure to private and public sector interest groups. Committee members liked this outcome and suggested adding something similar to the geography outcomes. Elmore explained that the provincial government is rolling out provincial quality assurance standards for universities, and program-level learning outcomes will be increasingly important, and will be seen by students in marketing material and the academic calendar. It was suggested that further articulating the roots to place and people in the program would be useful.
9. Review of draft course map for program
Osei provided a brief explanation of the preliminary course map provided. Osei noted new course descriptions are being developed. It was recommended to add that students need an average of 70% for the certificate program.
10. Other business
It was suggested that the Air Photo Interpretation course be re-labelled to reflect more up-to-date technology. Cormier noted he would like to see Lidar and Ifsar included in the remote sensing/air photo interpretation course, as he no longer hires photo analysts. It was suggested the course could be called “Remote Captured Data Analysis”.
11. Wrap up and next meeting
It was noted one more meeting will be scheduled where the new program proposal that will go to the Algoma University Senate will be provided to members. This document will
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provide enough details for the Advisory Committee so that it can vote on the request for endorsement of the proposed program.
The meeting adjourned at 2:50 p.m.
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Algoma University Geography Program Development Advisory Committee Meeting
October 30, 2009 NW306 1-3 p.m.
Attending via teleconference: Dan Smith, Allan Harnden Attending in person: Robert Ewing, Steve Harvey, Anna Boyonoski, Allan Wright, David Bean, Jill Inch, Gemma Capral-Gushue, Marie McGregor Pitawanakwat, Chris Sambol, Dawn Elmore, William Osei, Nairne Cameron, Helen Gillespie, Laura Issacs (Recording Secretary) 1. Introductions and welcome Roundtable introductions were made. 2. Review of process and role of program development advisory committee Dawn Elmore described the approvals process of the Postsecondary Education Quality Assessment Board (PEQAB). When Algoma University received its legislation to be an independent university, this legislation did not give Algoma the power to grant Algoma University degrees for new programs it develops. In order to receive Ministerial consent to offer a new degree program, Algoma must submit applications to PEQAB. PEQAB is an arms-length advisory board to the Minister of Training, Colleges and Universities that originally was created to assess the quality of out-of-province and out-of-country universities that wished to offer degree programs in the province of Ontario. PEQAB requires a well-documented, systematic, and consultative approach to program development. The Program Development Advisory Committee is a part of this process, and the minutes of these meetings, along with motions to support the proposed program, will be submitted as a part of the PEQAB application. From this discussion, the curriculum development team will distill program-level learning outcomes and bring them back to this committee for discussion. Finally, the curriculum will come back to the program development advisory committee for review, and hopefully, the committee will pass a motion in support of the program. Dawn Elmore described the process associated with the program development advisory committee. The committee will advise on the “big picture” of skills, knowledge, and abilities of Geography graduates. It will also provide a focus on how to leverage “local” and “regional” assets, fulfill our special mission as a university while creating an academically successful program that would attract students both from southern Ontario and internationally. 3. Current program strengths and geography overview
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The current program provides a generalist approach to physical geography with an expanded emphasis on human geography due to the recent (2008) hire of Dr. Nairne Cameron. Prior to the arrival of Dr. Cameron, Dr. Osei ran an entire department on his own for many years. Dr. Osei spoke to the external program review led by Dr. Dan Shrubsole of University of Western Ontario. Major strengths of the current geography program include the partnerships with Sault College, the access to field work, and the access to many different environments (urban, natural, impacted by human development) supported by the small class sizes, opportunities for one-on-one interactions with professors, and supportive interactions among students in other disciplines. Both current students and students enrolled at Laurentian University (where 4th year students often study) spoke highly of the program. Geography has a fairly healthy enrolment and is a popular choice as an elective, especially for the Community Economic and Social Development (CESD) Program. Expansion to a 4th year was recommended by the External Review Committee, with a specialization in geomatics. 4. Discussion and feedback There was discussion on the broad discipline of geography. It was noted that generalists are often the graduates who find jobs and are successful in their field because of their understanding of the interrelationship between the human systems and physical systems, and their ability to make connections between various disciplines. People spoke to the reality of the size of AU, the potential number of faculty (4) and its ability to offer a broad range of courses (breadth) or many courses that covered specialized knowledge on a specific subject (depth). There was consensus around retaining the first 3 years with a generalist approach, emphasizing the connectivity to other disciplines. There was discussion on leveraging regional and local knowledge and resources. It was agreed that the goal is to have some unique subject area, personality of the program, or a unique element of the program that would attract students and set us apart from other institutions. Suggestions included:
Traditional knowledge from the First Nations locally should be incorporated into the program, either as a complete subject area or into each subject with possible 5-day intense course offered ;
A guaranteed internship program for all students (not a co-op placement);
Community interaction leveraging the MNR, companies using GIS,
Environmental awareness built into curriculum with emphasis on the northern Ontario regional issues;
Courses should not duplicate what is already taught at the three other Northern Ontario universities;
Provide a concentration at 4th year level; o Consider Water, i.e. the Great Lakes as an area of specialty
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o Forestry is still a subject area with significant assets in the region although it is suffering economically
o Mapping, remote sensing, mathematical modelling, o Energy (however this was set aside during discussions) o Geomatics
Align the Honours Geography with other disciplines to create more dual degree options; o Computer Science, o Community Economic Social Development (CESD), o Business, o Science, o Health Informatics/Health Geography.
There was general discussion about subject areas noting generally students do not have strong math skills and therefore are not attracted to courses involving math or analytical skills. A series of recommendations on Indigenous Geography, referencing the report called Cultivating Ignorance of Aboriginal Realities, was circulated during the meeting. It was agreed to circulate the recommendations by email to those members who were not present. Dr. Osei thanked everyone for their contribution. A meeting will be called after research is completed into the suggestions above. 5. Wrap-Up and Next Meeting The meeting was adjourned at 3:00 p.m. Noted as information to the committee, but not discussed at the meeting, is the approval by Academic Planning and Priorities Committee of Senate: “That AppCom strongly endorses and supports the expansion of the Geography program to a four year program [BA (Honours) Specialization], as soon as the resources (i.e., faculty, laboratory, equipment, research-space) to support the program can be provided. Important in this recommendation, is AppCom’s endorsement of the development of a Geographic Information System (GIS) specialization, as part of the degree program and/or as a diploma or certificate.”
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4.2 Professional/Accreditation or Other Requirements
There is no professional accreditation body associated with the discipline of geography. Many students enrolled in geography programs choose to pursue careers in teaching. Individuals wishing to be certified teachers in Ontario school system must meet the following requirements to apply for a one-year consecutive teacher education program, depending upon the grade level one wishes to teach:
Junior kindergarten through grade 6 – a three or four-year undergraduate degree in any subject
Grade 4 to 10 – a three or four-year undergraduate degree in any subject, with at least three full undergraduate courses (18 credits) in a “teachable” subject area.
Grade 7 to 12 – a three or four-year undergraduate degree with five full undergraduate courses (30 credits) in the first “teachable”, and three full undergraduate courses (18 credits) in the second “teachable”.
Students who successfully complete the proposed Bachelor of Arts (Honours) in Geography will have more than the minimum requirements to qualify them to teach at any grade level up to grade 10. In addition, if they chose to complete their 3 full electives in a single secondary area of specialization (such as English, History, or Biology), they will fulfill the requirements for a second teachable subject and be eligible to apply to a consecutive pre-service teacher education program for grades 7-12 at a Faculty of Education. It is worth noting that the proposed four-year Bachelor of Arts (Honours) will increase the likelihood of student success in gaining admittance to a teacher education program, when compared to the current three-year Bachelor of Arts. Although a four-year degree is not required to become a teacher, the following Faculties of Education give preference to a four-year degree: Queen’s, University of Toronto, Trent University, University of Western Ontario, and University of Windsor.
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4.3 Learning Outcomes
Graduates of the program will have reliably demonstrated the ability to: 1. Display a broad and comprehensive knowledge of the theoretical approaches, key concepts,
methodologies, and current advances in the discipline of geography in local, regional, national, and international contexts and at various time dimensions.
2. Evaluate and interpret information and approaches that address geographic dimensions of socio-economic, cultural, political, and environmental issues.
3. Integrate knowledge and perspectives across traditional disciplinary boundaries to contribute to the effective management of human activities to facilitate sustainable living patterns and development options.
4. Recognize the interrelationships between natural and human processes. 5. Appreciate a theoretical framework for geography which examines relationships between
non-Aboriginal representations of space and place in Canada and Aboriginal identities, the geography of Aboriginal rights, and movements and settlement patterns of Aboriginal peoples.
6. Understand the diversity of approaches to the acquisition of knowledge in the discipline of geography including Indigenous (Anishinaabe) methods.
7. Demonstrate spatial thinking, apply a variety of methodologies, and use skills of spatial analysis to address spatio-temporal problems and to make informed decisions.
8. Apply principles of geographic knowledge using critical thinking and problem solving skills to contribute to solutions for social, economic, and environmental challenges in local, regional, and international contexts.
9. Plan, design, and carry out projects from start to finish, in a timely manner, with well-defined objectives and outcomes.
10. Work collaboratively to critically evaluate, and investigate possible solutions to challenges relevant to geography in the Algoma region through exposure to private and public sector and non- profit interest groups.
11. Critically examine the unique geographic features and attributes of the Algoma region with particular attention to the people and environment of the Great Lakes Basin and international border.
12. Communicate effectively using oral, written, graphic, and information technology skills to a wide range of audiences.
13. Understand the bounded scope of practice based on level of knowledge and training. 14. Appreciate the role of new and emerging knowledge, approaches, and technologies, and
the importance of life-long learning. 15. Work as part of a multidisciplinary and multicultural team, in both membership and
leadership capacities, to solve problems in office and fieldwork settings.
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Specialization in Geomatics In addition to the outcomes listed above, graduates with a specialization in Geomatics will have reliably demonstrated the ability to:
1. Display a broad and comprehensive knowledge of the key concepts, methodologies, and current advances relating to geographic information systems (GIS), remote sensing, surveying and mapping, and global positioning systems (GPS) in local, regional, national, and international contexts.
2. Integrate the use of geographic technologies with current theory and knowledge in the discipline of geography to solve problems in multidisciplinary and interdisciplinary contexts.
3. Collect, analyze, synthesize, display, and interpret spatial information at an advanced level.
4. Use advanced technical skills for surveying, mapping, and the interpretation of remotely sensed data such as satellite imagery.
5. Collaboratively design and implement geomatics projects of relevance to the workplace.
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4.4. Program Content and Learning Outcomes
This section provides some examples of core and elective courses in Geography to illustrate learning activities that contribute to the achievement of the Program Learning Outcomes. In addition, the open elective courses contribute to the student’s knowledge and skills in related and broader disciplines and to their ability to apply and integrate learning. The non-core electives which may be selected from offerings in Humanities and Science, contribute to the development of critical thinking, quantitative reasoning, and written and oral communication skills, substantive knowledge in humanities and science, enriched knowledge of society and culture, and skills relevant to civic engagement; and a sound knowledge of the distinctive assumptions and modes of analysis of disciplines outside of geography.
1. Display a broad and comprehensive knowledge of the theoretical approaches, key
concepts, methodologies, and current advances in the discipline of geography in local, regional, national, and international contexts and at various time dimensions.
2. Evaluate and interpret information and approaches that address geographic
dimensions of socio-economic, cultural, political, and environmental issues.
3. Integrate knowledge and perspectives across traditional disciplinary boundaries to contribute to the effective management of human activities to facilitate sustainable living patterns and development options.
4. Recognize the interrelationships between natural and human processes.
The program plan will ensure that students are exposed to theoretical and experiential aspects of study in geography and have a clear understanding of how geographers view the world. Students will appreciate various perspectives on management of human activities and the interrelationship between natural and human processes. The following required courses provide a foundation for key knowledge and methodologies, and guide students in their choice of electives which will provide the breadth and depth of study in geography and in disciplines outside the field. GEOG1026 Introduction to Physical Geography: Offers a geographical investigation of the natural environment and its links with human processes. GEOG1027 Introduction to Human Geography: Provides a geographical appreciation of the various elements of the human landscape. The course focuses on the way the landscape reflects different human activities—these include cultural, social, economic and political elements.
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5. Appreciate a theoretical framework for geography which examines relationships
between non-Aboriginal representations of space and place in Canada and Aboriginal identities, the geography of Aboriginal rights, and movements and settlement patterns of Aboriginal peoples.
6. Understand the diversity of approaches to the acquisition of knowledge in the
discipline of geography including Indigenous (Anishinaabe) methods.
In addition to the required Geography courses students choose from a selection of Techniques, Systematic and Regional courses. The following examples from Systematic courses such as
GEOG 2216 Cultural Geography, GEOG 2206 Population Geography and GEOG 2606 World Regional Geography provide further opportunity to explore a range of approaches to the acquisition of knowledge in this discipline.
GEOG 2216 Cultural Geography: A study of how various aspects of human cultures are expressed spatially. Topic areas include language, ethnicity, religion, social customs, population and population movements, human settlements, agriculture. Traditional elders from First Nations Reserves in the area will be invited as guest lecturers. GEOG 2206 Population Geography: Students learn about the processes of population growth, change, and distribution. Patterns of fertility and mortality, and the dynamic processes of migration and mobility are examined. Students also discover linkages between population, the environment, urbanization, and food. GEOG 2606 World Regional Geography: This course presents an introduction to the geographic region: its creation, evolution and functional structures. The concept of region is examined from a variety of geographical perspectives and will involve detailed case studies of selected world regions. A comparative study of the different types of regions in relation to environmental characteristics, resource use, population dynamics and human activities is emphasized.
7. Demonstrate spatial thinking, apply a variety of methodologies, and use skills of spatial analysis to address spatio-temporal problems and to make informed decisions.
Students are required to use practical skills in courses where they apply tools and techniques (statistical, spatial, analytical), and appropriate theories to interpret and present information. They will use numerical measurements and computation skills throughout the program. The foundation for these abilities can be found in GEOG 2026 Introduction to Quantitative Methods, which provides an introduction to basic statistical concepts and techniques that are common to all disciplines in the Social Sciences. GEOG2027 Spatial Thinking and Quantitative Geography provide an overview of fundamental spatial terms and concepts and spatial research
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questions as well as hands-on exercises completed with the aid of computer software to reinforce lecture material.
8. Apply principles of geographic knowledge using critical thinking and problem solving skills to contribute to solutions for social, economic, and environmental challenges in local, regional, and international contexts.
The foundation courses in Physical Geography and Human Geography offer the basic geography theory and principles needed to contribute to society as a geographer. GEOG 2026 Introduction to Quantitative Methods provides an introduction to basic statistical concepts and techniques and GEOG2027 Spatial Thinking and Quantitative Geography provides an overview of fundamental spatial terms and concepts. These courses are fundamental in preparing students to become critical thinkers and problem solvers EOG2026 Introduction to Quantitative Methods: This course provides an introduction to some basic statistical concepts and techniques that are common to all disciplines in the Social Sciences. These include: data collection and description, formulation and testing of hypotheses, time series analysis, and simple linear regression and correlation methods. The majority of examples will focus on applications in geography. Particular emphasis is placed upon computer-based analysis including the use of SPSS and an introduction to computer mapping.
9. Plan, design, and carry out projects from start to finish, in a timely manner, with well-defined objectives and outcomes.
A number of core and elective courses include a practical component and require demonstration of skills such as mapping and submission of project-based assignments and field reports. Students are required to use practical skills in their selected geography electives such as Techniques and Systematics courses. For example, in courses such as Geomorphology they apply tools and techniques such as map analysis, geographical information systems (GIS), remote sensing, data analysis (statistical, spatial, analytical), and appropriate theories to interpret and present information on Earth surface processes and landforms. Project management, survey techniques, writing, communication, and presentation skills are developed in several courses the program. Practicum, thesis and seminar courses help build these skills. Students will use numerical measurements and computation skills throughout the program. Many courses require students to become familiar with current research and leading-edge technology. The following courses are examples that have strong project and practical components: GEOG 2106 Geomorphology I:The primary goal of this course is to provide the student with a fundamental understanding of what geomorphology means, the tools used by geomorphologists in understanding landform genesis and what impact understanding geomorphology has on the general population in terms of resource exploration and
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environmental management. These concepts are woven into the following topic areas: landscape form and structure; earth building and formation of rocks; gradation, weathering and mass movement; and fluvial and karst environments. GEOG 2107 Geomorphology II: The objective of the course is to introduce the student to the study of geomorphological processes through theory and practical field work. The course will consist of a series of lectures designed to familiarize students with the major areas of current geomorphological research through in-depth investigation of the genesis and distribution of landforms. Students will be expected to participate in field research projects to help gain understanding of common landforms in their local region. GEOG 3XXX Geography of Hazards and Disasters: This course introduces students to environmental hazards and disasters. The course places emphasis on natural geologic, atmospheric, and hydrologic processes that generate hazard conditions that potentially lead to human fatalities or injuries, disrupt economic activities, damage private and public property and infrastructure, and to some extent, disrupt local and regional ecological processes. The scientific principles behind the occurrence of natural disasters are emphasized. Models of risk assessment, risk mitigation, and disaster emergency preparedness form part of the course. A key reminder is that causes that lead to some disasters are also critical for natural environmental functions. For example, volcanoes may cause human deaths but they may help to provide optimal conditions for fertile soils to form, and for geothermal power resources to be available. Understanding causes and effects is an important step for developing hazard mitigation policies. This course will be delivered using classroom lectures, guest lecturers in the field of emergency preparedness, field visits, and assignments. GEOG 4816 Community Planning: An introduction to the history, theory, methods and techniques, and practice of urban planning. Sensitivity of planning towards environmental and human health factors is also discussed. Emphasis is placed mainly on the Canadian context. GEOG 4XXX Senior Thesis: The course consists of supervised reading, research and preparation of an undergraduate thesis under the direction of a faculty member or qualified staff approved by the Department of Geography.
10. Work collaboratively to critically evaluate, and investigate possible solutions to challenges relevant to geography in the Algoma region through exposure to private and public sector and non- profit interest groups.
Regional Courses such as GEOG 2XXX Geography of Ontario which offers an exploration of Ontario’s human and physical geography and their interrelationships with special emphasis on Anishinaabe settlement, and on Northern Ontario and the Algoma Region as well as GEOG 3XXX Geography of Canada’s North provide opportunity to explore specific challenges in northern Ontario and beyond. GEOG 2XXX The Great Lakes: Resources, People, and the Environment,
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GEOG3XXX Indigenous Knowledge in Natural Resource Management, GEOG3XXX Geographies of Development: Theory and Application also contribute to achievement of this outcome.
11. Critically examine the unique geographic features and attributes of the Algoma region with particular attention to the people and environment of the Great Lakes Basin and international border.
The student’s choice in Regional courses may include GEOG 2XXX The Great Lakes: Resources, People, and the Environment where emphasis is on the Upper Great Lakes, with particular reference to the region of the Lake Huron North-Shore-St. Marys River transition, and the south and eastern Lake Superior region. Priority attention is also given to the dominant peoples of the region, the Anishinaabe or the Indigenous people.
12. Communicate effectively using oral, written, graphic, and information technology skills to a wide range of audiences.
Most courses in the program require demonstration of written and oral communication skills which can be used for a variety of audiences. As part of their learning activities students complete field reports, research papers, seminar presentations, and group assignments. Throughout the curriculum, students are exposed to current technology, and are expected to use presentation programs and up to date software. Students develop a strong ability to communicate information, arguments, and analyses by their final year of study, when they will complete their Senior Thesis or challenging 4000 level work. Opportunities for oral communication include presentations to peers, faculty, and, in some cases, members of the local community. Students learn to prepare written communication for a range of audiences including peers, academics, businesses and the general public as these skills are important for the many applications of geography in public and private sectors.
13. Understand the bounded scope of practice based on level of knowledge and training. Many courses and learning experiences include a significant amount of group work and other collaborative activities. Students intending to pursue a career in a diverse application field such as geography need to have an appreciation of the ambiguity and limits to their knowledge. The curriculum is designed to ensure students graduate with a firm understanding of the limits to their knowledge as well as awareness of the strategies available to help them attain and maintain up to date knowledge and skills in the field. These attributes are essential preparation for employment or further study. For example, the range of available geography electives as well as the Special Topics courses intends to help students investigate trends and issues and appreciate the contribution of interdisciplinary knowledge and skills as well as perspectives from diverse cultures and communities.
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Several courses will present and discuss challenging concepts and conflicting ideas. Students appreciate that the science and technology applicable in geography are evolving. In upper year courses, when students are engaged in their own projects they will experience uncertainty and ambiguity, and will come to understand first-hand the limits of their knowledge and consider how to deal with these limits in team problem-solving efforts, investigative projects, and presentations.
14. Appreciate the role of new and emerging knowledge, approaches, and technologies, and the importance of life-long learning.
The selection of open electives, Techniques courses and additional geography electives as well as the Special Topics courses will help students investigate trends and issues and appreciate the contribution of interdisciplinary knowledge and skills as well as perspectives from diverse cultures and communities. Several courses will provide opportunity to discuss challenging concepts and conflicting ideas. Students understand that science and technology are evolving. They will need to search for emerging knowledge and consider how new technologies and resources can support development of their knowledge and skills currently and in the future.
15. Work as part of a multidisciplinary and multicultural team, in both membership and leadership capacities, to solve problems in office and fieldwork settings.
In both core and elective courses students are increasingly responsible for managing their own time and directing their own learning. The curriculum presents students with many opportunities to complete individual and group assignments and projects, providing them with experiences to exercise personal initiative. Students are assessed on group and individual work, and are expected to be active participants in such activities. They are responsible for managing their own assignments from start to finish. These assignments increase in complexity throughout the curriculum. To graduate from the program, students must be able to manage their own learning, work effectively with others, and demonstrate behavior consistent with academic integrity and social responsibility. These attributes will prepare them to contribute to teams in a range of employment settings. In addition to the outcomes listed above, graduates with a specialization in Geomatics will have reliably demonstrated the ability to:
1. Display a broad and comprehensive knowledge of the key concepts, methodologies, and current advances relating to Geographic Information Systems (GIS), remote sensing, surveying and mapping, and Global Positioning Systems (GPS) in local, regional, national, and international contexts.
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2. Integrate the use of geographic technologies with current theory and knowledge in the discipline of geography to solve problems in multidisciplinary and interdisciplinary contexts.
3. Collect, analyze, synthesize, display, and interpret spatial information at an advanced level.
4. Use advanced technical skills for surveying, mapping, and the interpretation of remotely sensed data such as satellite imagery. In addition to courses chosen from core offerings, those who choose the Geomatics specialization can select credits which integrate up to date knowledge, skills and technologies and prepare graduates to apply these in a range of contexts. The following course descriptions illustrate their contribution to the achievement of the specialized outcomes. GEOG 2016 Introduction to Cartography: An introduction to the history, importance, principles, techniques, technologies, and art of mapmaking. Geographic visualization techniques are also discussed. A key feature of the course is hands-on experience in designing and constructing maps in a digital environment. GEOG 2017 Introduction to GIS: This course introduces students to Geographic Information Systems (GIS) including: data capture and input, georeferencing, database structure and management, and cartographic communication. An emphasis is placed on spatial analysis and synthesis operations. Ethical issues arising from locational referencing are also explored. GEOG 3XXX Air Photo Interpretation and Image Analysis: Introduction to the theoretical foundations of remote sensing systems and the technical expertise required to extract geometric and thematic information from remotely sensed photographic and digital imagery. The study of aerial photography involves both photogrammetry and photo interpretation. The course will emphasize both aspects and conclude with an introduction to digital multispectral imagery, sensors, platforms, and computer assisted image analysis techniques. Practical studies will involve the interpretation of geomorphic features, vegetation, soils and patterns of human land use.
5. Collaboratively design and implement geomatics projects of relevance to the workplace. Project management skills are developed throughout the program. Geomatics specialization students will have a particular opportunity in GEOG 3XXX Topics in GIS Applications which is project based. In this course students develop and investigate a spatial research question employing a GIS, with guidance from the instructor and feedback from peers. In GEOG 3XXX Advanced Geographic Information Systems (GIS) students also learn how to conduct a GIS project through a term assignment.
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4.4.1 Relationship between program level learning outcomes, degree level expectations, and curriculum design
The chart below indicates how the program learning outcomes are related to the categories in the University Undergraduate Degree Level Expectations (UUDLES) and also shows examples of the courses which have learning activities to contribute to the achievement of each outcome. Outcomes which have a strong breadth component have been flagged as “Breadth”, however the comprehensive nature of the program outcomes requires that knowledge and skills from breadth courses are integrated with the discipline-specific outcomes and the discipline-specific courses help to develop some of the breadth requirements. Degree Level Standard Category
Related Program Learning Outcome(S) Courses, Course Segments or Workplace Requirements that contribute to this outcome
Depth and Breadth of Knowledge
Display a broad and comprehensive knowledge of the theoretical approaches, key concepts, methodologies, and current advances in the discipline of geography in local, regional, national, and international contexts and at various time dimensions.
Evaluate and interpret information and approaches that address geographic dimensions of socio-economic, cultural, political, and environmental issues.
Integrate knowledge and perspectives across traditional disciplinary boundaries to contribute to the effective management of human activities to facilitate sustainable living patterns and development options.
Recognize the interrelationships between natural and human processes.
Appreciate a theoretical framework for geography which examines relationships between non-Aboriginal representations of space and place in Canada and Aboriginal identities, the geography of Aboriginal rights, and movements and settlement patterns of Aboriginal peoples.
Understand the diversity of approaches to the acquisition of knowledge in the discipline of geography including Indigenous (Anishinaabe) methods. “Breadth”
Foundational Courses: Introduction to Physical Geography Introduction to Human Geography Introduction to Quantitative Methods Spatial Thinking and Quantitative Geography Systematics Courses: Geomorphology I Geomorphology II Population Geography Cultural Geography Social Geography Climatology Biogeography Urbanization and World Cities Understanding the Cityscape Contemporary Issues in Economic Geography Proposed new Systematics Courses (2nd and 3rd year level): Indigenous Knowledge in Natural Resource Management Geography of Health Geography of Hazards and Disasters Regional Courses: Geography of Canada’s Regions World Regional Geography Geography of the Asian-Pacific Rim
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For Geomatics specialization:
Display a broad and comprehensive knowledge of the key concepts, methodologies, and current advances relating to geographic information systems (GIS), remote sensing, surveying and mapping, and global positioning systems (GPS) in local, regional, national, and international contexts.
Geographies of Development: Theory and Application Humanities, Science and Open Electives Proposed new Regional Courses (2
nd and 3
rd year level):
The Great Lakes: Resources, People, and the Environment Geography of the United States Geography of Ontario Geography of Canada’s North Geographies of Development: Theory and Application The Geography of Sub-Saharan Africa Geography of Europe Geomatics Required Courses 75 Geography core credits Introduction to Cartography Introduction to GIS Air Photo Interpretation/ Remote Sensing of the Environment Advanced GIS/ Topics in GIS Applications GIS Research Project
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Knowledge of Methodologies
Demonstrate spatial thinking, apply a variety of methodologies, and use skills of spatial analysis to address spatio-temporal problems and to make informed decisions.
Apply principles of geographic knowledge using critical thinking and problem solving skills to contribute to solutions for social, economic, and environmental challenges in local, regional, and international contexts.
Plan, design, and carry out projects from start to finish, in a timely manner, with well-defined objectives and outcomes.
For Geomatics Specialization:
Integrate the use of geographic technologies with current theory and knowledge in the discipline of geography to solve problems in multidisciplinary and interdisciplinary contexts.
Collect, analyze, synthesize, display, and interpret spatial information at an advanced level.
Use advanced technical skills for surveying, mapping, and the interpretation of remotely sensed data such as satellite imagery.
Techniques courses: Introduction to Cartography Introduction to GIS Air Photo Interpretation and Image Analysis Remote Sensing of the Environment Proposed new Techniques Courses (2
nd and 3
rd year level):
Geography Practicum Air Photo Interpretation and Image analysis Geographic Information System Research Project Many courses develop and assess problem solving and project
skills
Geomatics Specialization Required Courses
Introduction to Cartography
Introduction to GIS
Air Photo Interpretation and Image Analysis
Remote Sensing of the Environment
Advanced GIS/Topics in GIS Applications
Application of Knowledge
Work collaboratively to critically evaluate, and investigate possible solutions to challenges relevant to geography in the Algoma region through exposure to private and public sector and non- profit interest groups.
Apply principles of geographic knowledge using critical thinking and problem solving skills to contribute to solutions for social, economic, and environmental challenges in local, regional, and international contexts.
Plan, design, and carry out projects from start to finish, in a timely manner, with well-defined objectives and outcomes.
Critically examine the unique geographic features and attributes of the Algoma region with particular attention to the people and environment of the Great
Advanced Geographic Information Systems (GIS) Topics in GIS Applications Natural Resources and the Environment: Policy and Planning Community Planning Impact Assessment and Resources Management Many courses develop and assess collaborative and research skills.
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Lakes Basin and international border. For Geomatics specialization:
Collaboratively design and implement geomatics projects of relevance to the workplace.
Communication Skills Communicate effectively using oral, written, graphic, and information technology skills to a wide range of audiences. “Breadth”
Humanities, Science and Open Electives
Many Geography courses develop and assess communication
and presentation skills.
Awareness of Limits of Knowledge
Understand the bounded scope of practice based on level of knowledge and training. “Breadth”
Appreciate the role of new and emerging knowledge, approaches, and technologies, and the importance of life-long learning. “Breadth”
Directed Studies
Advanced Topics I&II
Special Topics I&II
Humanities, Science and Open Electives
Autonomy/ Professional Capacity
Work as part of a multidisciplinary and multicultural team, in both membership and leadership capacities, to solve problems in office and fieldwork settings. “Breadth”
Senior Thesis, Geography Practicum, Humanities, Science and
Open Electives
Many Geography courses develop and assess teamwork, self-
direction and project skills.
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4.5 Course Descriptions
Program Requirements for Bachelor of Arts (Honours) in Geography Year One GEOG1026 Introduction to Physical Geography GEOG1027 Introduction to Human Geography 24 additional credits, of which 6 must be from Group I (Humanities) and 6 from Group II (Sciences) Year Two and Three GEOG2026 Introduction to Quantitative Methods GEOG2027 Spatial Thinking and Quantitative Geography 12 credits in Techniques Courses 12 credits Systematic Courses 12 credits Regional Courses 18 elective credits Year Four (Thesis Option) GEOG4XXX Senior Thesis (6 credits) 6 additional credits 4000 series Geography Courses 18 credits electives Year Four (Non-Thesis Option) 12 credits 4000 series Geography Courses 18 credits electives Total credits – 120 60 GEOG credits 60 elective credits Maximum 42 first year credits Maximum 78 GEOG credits GEOG average of 70% Overall average of 60% Honours Diploma Option The Honours Diploma in GEOG is for students who have graduated with a three-year degree in GEOG (minimum GEOG average of 70%). Admission to the Honours Diploma Program in Geography will require the successful completion of a general degree in Geography with at least a 70% average in all Geography courses required for the degree. An overall average of 70% is required to obtain the Honours Diploma.
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Combined Specialization Also available is the combined specialized Bachelor of Arts degree program in Geography.
Algoma University’s requirements for any combined specialization are 42 credits in each of the two disciplines and 36 additional elective credits. The following are the Geography courses required for a combined specialization: Degree Requirements for a combined specialization with Geography
Year One
GEOG 1026* Introduction to Physical Geography
GEOG 1027* Introduction to Human Geography Year Two and Three
GEOG 2026* Introduction to Quantitative Methods GEOG 2027 Spatial Thinking and Quantitative Geography 6 credits Techniques Courses
6 credits Systematic Courses
6 credits Regional Courses
Year Four 12 additional credits 4000 series Geography Courses
*minimum grade of 60% required
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Required Courses GEOG1026 Introduction to Physical Geography GEOG1027 Introduction to Human Geography GEOG2026 Introduction to Quantitative Methods GEOG2027 Spatial Thinking and Quantitative Geography GEOG4XXX Senior Thesis (6 credits) or 6 additional credits 4000 series Geography Courses Techniques Courses: GEOG2016 Introduction to Cartography GEOG2017 Introduction to GIS GEOG3037 Remote Sensing of the Environment GEOG3046 History and Methodology in Geography Proposed new Techniques Courses (2nd and 3rd year level): GEOG2XXX Field Course in Geography GEOG3XXX Geography Practicum (Overseas/international/Northern Ontario/job placement) GEOG3XXX Air Photo Interpretation and Image Analysis GEOG3XXX Topics in GIS Applications GEOG3XXX Advanced Geographic Information Systems (GIS) Systematics Courses: GEOG2106 Geomorphology I GEOG2107 Geomorphology II GEOG2206 Population Geography GEOG2216 Cultural Geography GEOG2217 Social Geography GEOG3106 Climatology GEOG3115 Biogeography GEOG3206 Urbanization and World Cities GEOG3207 Understanding the Cityscape GEOG3317 Contemporary Issues in Economic Geography Proposed new Systematics Courses (2nd and 3rd year level): GEOG3XXX Indigenous Knowledge in Natural Resource Management GEOG3XXX Geography of Health GEOG3XXX Geography of Hazards and Disasters
Regional Courses:
GEOG2406 Geography of Canada’s Regions GEOG2606 World Regional Geography GEOG2617 Geography of the Asian-Pacific Rim
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Proposed new Regional Courses (2nd and 3rd year level): GEOG2XXX The Great Lakes: Resources, People, and the Environment GEOG2XXX Geography of the United States GEOG2XXX Geography of Ontario GEOG3XXX Geography of Canada’s North GEOG3XXX Geographies of Development: Theory and Application GEOG3XXX The Geography of Sub-Saharan Africa GEOG3XXX Geography of Europe 4000 Series Courses: GEOG4045 Global Environment Change GEOG4217 Population, Environment and Development GEOG4226 Seminar in Urban Geography GEOG4816 Community Planning GEOG4XXX Directed Studies Proposed new 4000 Series Courses: GEOG4XXX Natural Resources and the Environment: Policy and Practice GEOG4XXX Geographic Information System Research Project GEOG4XXX Impact Assessment and Resources Management GEOG4XXX Advanced Topics I GEOG4XXX Advanced Topics II Additional proposed courses: GEOG3996 Special Topics I GEOG3997 Special Topics II
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Students studying geography will have the option of completing their studies with a Specialization in Geomatics. In addition, students from outside the discipline have the option of completing a one-year Certificate in Geomatics. The Department intends the Specialization in Geomatics to be similar to specializations in other Algoma programs. For example, students in the BBA can take 27 identified ADMN courses to graduate with a Specialization in Accounting. The intent is the same for the Specialization in Geomatics – a student enrolled in the Geography program could include a specified 30 credits in their studies and graduate with a Bachelor of Arts (Honours) in Geography with a Specialization in Geomatics. The Certificate in Geomatics will be for non-Geography students. For example, a student in Computer Science could complete a Certificate in Geomatics by using their elective courses to complete the 30 credits required to complete the certificate. Program Requirements for Specialization in Geomatics 60 credits in GEOG core 18 credits in the Geomatics Specialization including: GEOG2016/17 Introduction to Cartography/Introduction to GIS GEOG3XXX/37 Air Photo Interpretation and Image Analysis/Remote Sensing of the Environment GEOG3XXX/3XXX Advanced Geographic Information Systems (GIS)/Topics in GIS Applications GEOG 4XXX Geographic Information Systems Research Project 6 credits in Group I (Humanities) 6 credits in Group II (Sciences) 30 elective credits Recommended electives for Specialization in Geomatics: MATH2086 Geometry COSC1046/47 Introduction to Computer Science I & II COSC2307 Database Programming Program Requirements for Certificate in Geomatics Students must complete 30 credits from the credits listed below: GEOG1026/27 Introduction to Physical Geography/Introduction to Human Geography GEOG2016/17 Introduction to Cartography/Introduction to GIS GEOG2026/27 Introduction to Quantitative Methods/Spatial Thinking and Quantitative Geography GEOG3XXX/37 Air Photo Interpretation and Image Analysis/Remote Sensing of the Environment GEOG3046/47 Methods in Geography/Theory and Practice of Geography GEOG3XXX/3XXX Advanced Geographic Information Systems (GIS)/Topics in GIS Applications GEOG 4XXX Geographic Information Systems Research Project Students may also choose from GEOG 4XXX/GEOG 4XXX Advanced Topics I & II or GEOG 3996/97 Special Topics I & II when Geomatics-related topics are covered.
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Calendar Descriptions- Geography Core and Geography Elective Courses GEOG1026 Introduction to Physical Geography- A geographical investigation of the natural environment and its links with human processes. The course examines natural phenomena and processes of the Earth-atmosphere system that underlie the spatial patterns of landform, weather and climate, hydrology, biotic life and soils. These interrelated patterns embody human-environment interactions and environmental change. Environmental concepts and spatial systems, and the development of skills to describe and interpret environmental data constitute part of the course. Lectures and practical assignments. Pre-requisite(s): None. GEOG1027 Introduction to Human Geography- A geographical appreciation of the various elements of the human landscape. The evolution of regional urban contrasts, related planning strategies, and spatial inequities. The course focuses on the way the landscape reflects different human activities—these include cultural, social, economic and political elements. As the range of human activities increases and as the impact of these activities becomes more complex, the ways in which they are organized acquire greater significance. Many situations that dominate world political and economic systems today have geographical roots and cannot be understood without an understanding of them. Geographers, since their world view includes both the physical and human environment, can play an important part in developing that understanding. Pre-requisite(s): None. GEOG2026 Introduction to Quantitative Methods- This course provides an introduction to some basic statistical concepts and techniques that are common to all disciplines in the Social Sciences. These include: data collection and description, formulation and testing of hypotheses, time series analysis, and simple linear regression and correlation methods. The majority of examples will focus on applications in geography. Particular emphasis is placed upon computer-based analysis and an introduction to computer mapping. Students may not retain credit for both 2026 E and any other introductory statistics course (see program requirements). (Cross-list with STAT 2126) GEOG2027 Spatial Thinking and Quantitative Geography- An overview of fundamental spatial terms and concepts and spatial research questions. It is an extension of GEOG 2026, focusing on quantitative geography including the nature of geographic data, distributions, populations, and samples, hypothesis testing, correlation, regression, data reduction, and spatial pattern analysis. Hands-on exercises completed with the aid of computer software reinforce lecture material. Pre-requisite(s): GEOG 2026. GEOG 4XXX Senior Thesis- The course consists of supervised reading, research and preparation of an undergraduate thesis under the direction of a faculty member or qualified staff approved by the Department of Geography. Pre-requisite(s): GEOG 2026/27 and GEOG 3047. Students are encouraged to take GEOG 4985 Directed Studies simultaneous to Senior Thesis. To enrol in GEOG 4XXX, a student must be registered in the 4-year Geography program
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with a minimum average geography grade of B. The student must submit a signed thesis statement to the department’s thesis coordinator. The thesis statement is to be signed by a potential supervisor and reader. The signed statement must be received by the coordinator by a stipulated deadline in April for fall term start and by the middle of December for winter term start. Students will receive departmental guidelines on deadlines, expectations, and other requirements such as the components of an undergraduate thesis. Techniques Courses GEOG 2016 Introduction to Cartography- An introduction to the history, importance, principles, techniques, technologies, and art of mapmaking. Geographic visualization techniques are also discussed. A key feature of the course is hands-on experience in designing and constructing maps in a digital environment. Pre-requisite(s): Basic computer and operating system knowledge is needed. Some math knowledge (addition, subtraction, multiplication, division) is also required. GEOG 2017 Introduction to GIS- This course introduces students to Geographic Information Systems (GIS) including: data capture and input, georeferencing, database structure and management, and cartographic communication. An emphasis is placed on spatial analysis and synthesis operations. Ethical issues arising from locational referencing are also explored. Pre-requisite(s): Basic computer and operating system knowledge is needed. Basic math knowledge (addition, subtraction, multiplication, division) is also required. GEOG 3037 Remote Sensing of the Environment -The course emphasizes image acquisition, analysis, and applications. Among topics to be covered are sensor systems; data acquisition, storage, and analysis; and spectral signatures of natural and human-made materials. Different sensing systems with applications for the atmosphere, hydrosphere, lithosphere, biosphere and the human modified environment are introduced. Remote sensing techniques contribute immensely to enhance knowledge systems and tools for tackling a range of challenges including effective monitoring of the global environment, natural resources management, and pollution tracking and surveillance. It provides information about the Earth system through time and space in a consistent, integrated, synoptic, and numerical manner, for both remote and near areas. Lecture and labs. Labs will focus on hands-on practical assignments, field exercises and attachments, and will include computer-based analysis of remotely-sensed images. Pre-requisite(s): GEOG 3XXX Air Photo Interpretation and Image Analysis or permission from the department.
GEOG 3046 History and Methodology in Geography -This course involves a study of the historical and theoretical development of geography as a field of knowledge from ancient times to the modern period. Emphasis is placed on the methods of geographical research, forms of explanation, the development of ideas and the transmission of knowledge across linguistic divisions.
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Proposed New Techniques Courses (2nd and 3rd year level) GEOG 2XXX Field Course in Geography- This course introduces students to field observation methods, measurements, and data gathering techniques for physical geography, natural resources and environmental studies, and land use studies. The course will be offered using a two-week off-campus field school format. It is designed as a hands-on course to be led and supervised by experienced field researchers. Topics and study sites will vary by session to meet academic objectives, student needs and expectations, and resource availability. The Algoma district and Northern Ontario, especially, First Nations settlements and small northern communities, will be emphasized. However, some research contexts, due to their nature and demands, will take students to other parts of Ontario, Canada, or overseas. Students will have a choice of attending a late summer study camp in the weeks preceding the start of the Fall term or in the beginning of May to correspond with the spring term at Algoma University. Students are expected to submit a field report of activities as part of the requirements of the course. Pre-requisite(s): GEOG 1026/27, GEOG 2017, GEOG 2026 or department’s permission. GEOG 3XXX Geography Practicum (Overseas/international/Northern Ontario/job placement) This course is intended to provide third and fourth year honours students and students in the Geomatics Certificate program with relevant work and practical experience within government and the private sector. A priority is to place students in positions in the Algoma district, aboriginal settlements, and other parts of northern Ontario. However, opportunities in areas outside northern Ontario, including overseas, will be followed. Flexible paths for placement are utilized: Academic-term duration placement where remuneration is possible or where student can make alternative arrangement for financial support student work one full day a week throughout the duration of the placement term. Other time arrangements that meet departmental standards for the geography practicum. Pre-requisite(s): Third or Fourth year honours standing.
Detailed Curriculum Vitae to be reviewed by department or practicum coordinator or both. This to be passed on to sponsor.
Application for participation on approved official form
A project
A sponsor
A supervisor GEOG 3XXX Air Photo Interpretation and Image Analysis -Geog 3XXX is an introduction to the theoretical foundations of remote sensing systems and provides the technical expertise required to extract geometric and thematic information from remotely sensed photographic and digital imagery. The study of aerial photography involves both photogrammetry and photo interpretation. The course will emphasize both aspects and conclude with an introduction to digital multispectral imagery, sensors, platforms, and computer assisted image analysis techniques. Practical studies will involve the interpretation of geomorphic features, vegetation,
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soils and patterns of human land use. Pre-requisite(s): GEOG 1026/27 or instructor’s permission. GEOG 3XXX Topics in GIS Applications -Application of Geographic Information Systems to specific subject matter domains within the natural and social sciences and environmental management. The course is project based. Students develop and investigate a spatial research question employing a GIS, with guidance from the instructor and feedback from peers. Pre-requisite(s): GEOG 2017. GEOG 3XXX Advanced Geographic Information Systems (GIS)- Building on Introduction to Cartography (GEOG 2016) and Introduction to GIS (GEOG 2017), course topics include: raster data analysis, multi-criteria evaluation, modeling, interpolation, spatial statistics, and advanced vector data analysis. Students also learn how to conduct a GIS project through a term assignment. Pre-requisite(s): GEOG 2017. GEOG 2016 recommended. Systematics Courses GEOG 2106 Geomorphology I- The primary goal of this course is to provide the student with a fundamental understanding of what geomorphology means, the tools used by geomorphologists in understanding landform genesis and what impact understanding geomorphology has on the general population in terms of resource exploration and environmental management. These concepts are woven into the following topic areas: landscape form and structure; earth building and formation of rocks; gradation, weathering and mass movement; and fluvial and karst environments. Pre-requisite(s): GEOG 1026 or department’s permission. GEOG 2107 Geomorphology II- The objective of the course is to introduce the student to the study of geomorphological processes through theory and practical field work. The course will consist of a series of lectures designed to familiarize students with the major areas of current geomorphological research through in-depth investigation of the genesis and distribution of landforms. Students will be expected to participate in field research projects to help gain understanding of common landforms in their local region. Geomorphology 2107 is a continuation of Geomorphology 2106. Pre-requisite(s): GEOG 2106 or department’s permission. GEOG 2206 Population Geography -An introductory course focused on the geographic aspects of population studies. Students learn about the processes of population growth, change, and distribution. Patterns of fertility and mortality, and the dynamic processes of migration and mobility are examined. Students also discover linkages between population, the environment, urbanization, and food. Pre-requisite(s): GEOG 1027 preferred. GEOG 2216 Cultural Geography -This course will provide a study of how various aspects of human cultures are expressed spatially. An examination of the development of the present
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territorial organization of human societies, with particular reference to value systems, technologies, ideologies, and dynamic acculturation processes are central to the course. Topic areas include language, ethnicity, religion, social customs, population and population movements, human settlements, agriculture. Traditional elders from First Nations Reserves in the area will be invited as guest lecturers. Pre-requisite(s): GEOG 1026/27 preferred. GEOG 2217 Social Geography -Study of the spatial aspects of human identities and interactions, as well as the spatial configuration of differences and inequalities between people. The course follows a critical approach, meaning that students are encouraged to question and investigate currently accepted social arrangements. Pre-requisite(s): GEOG 1027 preferred. GEOG 3106 Climatology- This course is designed to acquaint the student with the dynamics of the earth’s atmospheric system and its regional expression. Consideration will be given to both the physical properties and processes of the atmosphere as well as the distribution of weather and climate at micro- and macroscales. Pre-requisite(s): GEOG 1026 or instructor’s permission. GEOG 3115 Biogeography (6 credits)- Biogeography is the study of the spatial patterns of plants and animals and the causes underlying such patterns, both in the past and the present. The rise, development, dispersal, extinction, and the dynamics of the spatial patterning of biota over time, require multidisciplinary information for better understanding. Biogeography, for that matter, cuts across different disciplines. The principles and practice of biogeography have provided insights and guidance for modern species conservation and sustainable resources management practices in general. This course will provide the ecological and historical basis for understanding the distribution and abundance of species and the changes in distribution structure and patterns over time and place. The course will involve lectures, audio-visual presentations, readings, and basic field and laboratory studies. Pre-requisite(s): Any one or more of Geog 1026/2106/3106 or equivalent preferred. Permission from the department is required for students without any of these courses. GEOG 3206 Urbanization and World Cities- Investigation of the urbanization process from a spatial perspective, but also from historical, social, political, economic, and environmental viewpoints. Students explore how and why the first known cities formed, then trace the development of urban systems up until the present, with an outlook to the future. A particular emphasis is placed on the evolution of the urban system in Canada and the United States. The course also stresses the linkages between cities and their roles within nations and the global community. Pre-requisite(s): GEOG 1027 or upper year standing preferred. GEOG 3207 Understanding the Cityscape- An analysis of the morphology and internal structure of cities from a land use and spatial perspective. Students reflect on the processes by which transport; commercial activities; social, cultural, and economic differences between residents; political decisions; and other factors influence the form and internal characteristics of cities. The course also considers the dynamic nature of cities, urban development players and
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process, land use conflicts, and city planning and design. Pre-requisite(s): GEOG 1027 or upper year standing preferred. GEOG 3317 Contemporary Issues in Economic Geography- The course will provide a study of the processes and factors that influence the spatial distribution of economic activities. A study of the impact of economic strategies on the distribution of economic activities is central to the course. Various socio-economic and spatial models are used to examine the location and functions of economic activities at the primary, secondary, and tertiary and quaternary (services) levels. The roles of population, transportation, communications, in the world economy are emphasized. Also central to the course are the effects of technological innovations, global and regional economic and political structures, and resources and the environment on economic development patterns over space and time. Linkages of international trade in the global village, and issues related to global development provide a conclusion to the course. Pre-requisite(s): None. Proposed New Systematics Courses GEOG 3XXX Indigenous Knowledge in Natural Resource Management- The course introduces students to Indigenous knowledge systems and their potential role in modern natural resources and environmental management. For their isolation, and a general lack of structure in the mode of acquisition, storage, and dissemination of knowledge, their potential benefits are underutilized, and their continued existence is vulnerable in a rapidly modernizing and globalizing world. The course provides a comprehensive examination of the concept of indigenous knowledge as applied to global indigenous systems, with attention to the aboriginal spatial context in Canada. Practices, tools, techniques, and ideas of indigenous knowledge that contribute to sustainable human livelihood and sustainable resource environments are covered. The process of exchange of indigenous knowledge between and within spatial systems, weaknesses, and mechanisms for enhancing and adopting principles of indigenous knowledge in practices of natural resource management are discussed. The course is organized on the basis of lecture, seminar, aboriginal elder guest lectures, and field trips. Pre-requisite(s): GEOG 1026/27 or permission of the department. GEOG 3XXX Geography of Health- An introduction to the spatial aspects of health and health care including foundational terms, concepts, theories, methods, and techniques. Topics include determinants of health, access to health services, environmental factors, and climate change. The course highlights health and health care trends and issues in Canada and specifically in Northern Ontario. Pre-requisite(s): GEOG 2026 or SOCI 3126. GEOG 3XXX Geography of Hazards and Disasters- This course introduces students to environmental hazards and disasters. The course places emphasis on natural geologic, atmospheric, and hydrologic processes that generate hazard conditions that potentially lead to human fatalities or injuries, disrupt economic activities, damage private and public property
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and infrastructure, and to some extent, disrupt local and regional ecological processes. The scientific principles behind the occurrence of natural disasters are emphasized. Models of risk assessment, risk mitigation, and disaster emergency preparedness form part of the course. A key reminder is that causes that lead to some disasters are also critical for natural environmental functions. For example, volcanoes may cause human deaths but they may help to provide optimal conditions for fertile soils to form, and for geothermal power resources to be available. Understanding causes and effects is an important step for developing hazard mitigation policies. This course will be delivered using classroom lectures, guest lecturers in the field of emergency preparedness, field visits, and assignments. Pre-requisite(s): GEOG 1026/27 or upper year standing preferred. Regional Courses GEOG 2406 Geography of Canada’s Regions -This course explores the many diverse areas of Canada by conceptualizing the regions geographically, then by examining how environmental, historical, economic, social, cultural, and political factors have influenced regional characteristics and settlement patterns. The course investigates current issues facing specific Canadian regions and considers national unity and regional identity. Pre-requisite(s): None. GEOG 2606 World Regional Geography- This course presents an introduction to the geographic region: its creation, evolution and functional structures. The concept of region is examined from a variety of geographical perspectives and will involve detailed case studies of selected world regions. A comparative study of the different types of regions in relation to environmental characteristics, resource use, population dynamics and human activities is emphasized. GEOG 2617 Geography of the Asian-Pacific Rim- Examination of the characteristics, trends, and issues facing the Asian-Pacific Rim and constituent nations, with a special focus on China. The course analyzes this diverse region according to various themes including: physical environment, history, development, economy, population, politics, religion, and culture. Also, individual countries and their interrelationships are comparatively studied. Pre-requisite(s): GEOG 1026/27 preferred. Proposed New Regional Courses GEOG 2XXX The Great Lakes: Resources, People, and the Environment- The course is based on the integrated region of the Great Lakes system of Ontario. The lakes, their physical state and history, and dynamic relationships with peoples, resources, and the environment are the focus of the course. Human settlements, the changing structure of the economy of the region, and issues related to the sustainability of the lake environments and responses are given attention. Emphasis is placed on the Upper Great Lakes, with particular reference to the region of the Lake Huron North-Shore-St. Mary’s River transition, and the south and eastern Lake Superior region. Priority attention is also given to the dominant peoples of the region, the
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Anishinaabe or the Indigenous people. The course will be delivered by lecture and case studies. Pre-requisite(s): GEOG 1026/27 or upper year standing preferred. GEOG 2XXX Geography of the United States- A tracing of the spatial development of the United States. Themes include physical geography, history, population, politics, economics, urban and rural development, culture, and spatial inequalities through time. Students discover the various ways that regions in the United States can be envisioned according to different perspectives, and current issues that face specific areas of the United States. Pre-requisite(s): GEOG 1026/27 preferred. GEOG 2XXX Geography of Ontario- An exploration of Ontario’s human and physical geography and their interrelationships. The course places a special emphasis on Anishinaabe settlement, and also geographically on Northern Ontario and the Algoma Region. Pre-requisite(s): GEOG 1026/27 preferred. GEOG 3XXX Geography of Canada’s North- An examination of how ‘Canada’s North’ is defined geographically, and its relationships with other Nordic countries. Students investigate the way in which human activity and settlement inter-relates with the physical geography of the North including its isolated location, fragile ecosystem, and harsh and changing climate. Additional topics may include: the North’s historical background; population and community characteristics; land and resource development; social and cultural environment; health issues; governance; and, Arctic Sovereignty. The course places a focus on Northern Indigenous Peoples. Pre-requisite(s): None. GEOG 3XXX Geographies of Development: Theory and Application- This course applies geographical concepts and analysis to an understanding of contemporary issues in international development and global poverty reduction. The course will identify and examine the characteristics, challenges, opportunities, and stimuli to sustainable development. Various theories of development are analyzed. Furthermore, patterns, diversities, and processes of the physical and human environments that underlie development options are studied. Development and poverty reduction interventions are considered in terms of the agents involved, including international institutions, governments, non-governmental organizations and local people. The course will draw examples and case studies from Africa, Asia, and Latin and South America. Parallel examples will be drawn from the developed world. The course is based on lectures, audio-visual presentations, and assigned readings. Pre-requisite(s): GEOG 1026/27 or permission of the department. GEOG 3XXX The Geography of Sub-Saharan Africa- This course provides an introduction to the geography of Africa. The course identifies the general patterns, diversities, and processes of the physical and human landscapes of Africa. Opportunities and challenges of the human development process are identified. Throughout the course, spatial differences, comparisons, and case examples, are utilized to explain variations in human features and landscape characteristics. Special emphasis will be given to the identification and analysis of development
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opportunities in the sub-Saharan region. The course will be based on lectures, audio-visual presentations, and readings. Pre-requisite(s): GEOG 1026/27 or permission from the department. GEOG 3XXX Geography of Europe- A focus on the evolution of urban, regional, national, and European activities and institutions since 1945. Themes explored include: environment, population, cities, migration, economy, as well as political, cultural, and social dynamics. A special emphasis is placed on the evolution, integration, and expansion of the European Union. Finally, the significance of the EU within the global economy and its future prospects are examined. Pre-requisite(s): GEOG 1026/27 or upper year standing preferred. 4000 Series Courses GEOG 4045 Global Environmental Change- The dynamic processes of global environment change, causes, potential impacts across spatial scale and time, and human responses, including the evolution of international and regional policies to deal with environment change. The course focuses on climate change as both a consequence and driver of environment change. The course will cover topics such as the current state of scientific knowledge about climate change, key evidence for climate change in the past, present and future, potential impacts on ecological and human systems, debates and conflicting messages confounding public policy, emerging policy regimes, and risks and uncertainty in decision-making, and costs and benefits of different types of policies. The course is taught using a mix of lecture and seminar format. Pre-requisite(s): GEOG 1026/27 or permission from the department. GEOG 4217 Population, Environment and Development- A seminar course in which interrelationships between the themes of population, environment, and development are explored. Pre-requisite(s): GEOG 2206 recommended. GEOG 4226 Seminar in Urban Geography- A seminar course exploring contemporary urban geography themes and issues. Pre-requisite(s): GEOG 3206 or GEOG 3207. GEOG 4816 Community Planning- An introduction to the history, theory, methods and techniques, and practice of urban planning. Sensitivity of planning towards environmental and human health factors is also discussed. Emphasis is placed mainly on the Canadian context. Pre-requisite(s): GEOG 3207. GEOG 4XXX Directed Studies (3 credits)- The purpose of the directed studies course is to provide advanced undergraduates in the geography honours program the opportunity to define and undertake individualized research projects under the supervision of a faculty member. It also provides the opportunity for a student to take a course that is not normally offered by the department but beneficial to the academic goals of the student under the tutorship of a faculty
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member. Pre-requisite(s): Available only to 3rd and 4th year honours students with a cumulative average grade of B or higher. Highly motivated students or students with special needs who do not meet the recommended grade requirements are encouraged to contact particular faculty members they are willing to work with about the possibility of doing a directed study under their supervision. New Proposed 4000 Series Courses GEOG 4XXX Natural Resources and the Environment: Policy and Practice- This course examines the role of natural resources in regional development planning. The strategic use of natural resources to foster a basis for long-term sustainable economic development in resource-rich regions is emphasized. Models and theories of resources and regional development, including notions of ‘resource curse’, and new development paradigms such as ‘sustainable development’, provide students with contexts for ideas, tools, and strategies for regional development planning with natural resources. Linkages, networks, innovation flows, and the arms of the national political economy dramatize pertinent external factors that act on internal conditions to influence regional development. While the experience of other regions in Canada is considered, Northern Ontario serves as the main spatial frame for the course. The course is taught by lecture/field studies/and seminar format. Pre-requisites: GEOG 1026/27 preferred or permission of the department. GEOG 4XXX Geographic Information System Research Project- This course provides students with an opportunity to independently develop a spatial research question, and then investigate the question by designing and implementing an entire project employing a Geographic Information System (GIS). Pre-requisites: GEOG 3XXX Advanced GIS, GEOG 3XXX Topics in GIS Applications recommended. GEOG 4XXX Impact Assessment and Resources Management- This course introduces students to the context and practice of Environmental Impact Assessment (EIA). The history and theory of impact assessment are examined. As part of this exercise, a comprehensive analysis is provided of the planning processes of Environmental Impact Assessment for various levels of government in Canada and required guidelines for international funding and development agencies. Students will be introduced to impact assessment techniques and explore newer areas of EIA practice, including strategic environmental assessment (EA), cumulative effects assessment, and traditional ecological knowledge (TEK); and social impact assessment (SIA). Students are expected to attend an EIA public hearing in the Sault Ste. Marie region for experience and as an assignment. Pre-requisites: GEOG 1021/26 or permission of the department. GEOG 4XXX Advanced Topics I- This course will examine advanced coverage of particular topics in geography. Specific content will vary from year to year depending on faculty expertise
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and research. Pre-requisites: completion of third year in geography or permission of the instructor. GEOG 4XXX Advanced Topics II- This course will examine advanced coverage of particular
topics in geography. Specific content will vary from year to year depending on faculty expertise
and research. Pre-requisites: completion of third year in geography or permission of the
instructor.
Additional Proposed Courses GEOG 3996 Special Topics I- This course will examine coverage of particular topics in geography. Specific content will vary from year to year depending on faculty expertise and research. Pre-requisite(s): completion of second year core program in Geography or permission of the instructor. GEOG 3997 Special Topics II-- This course will examine coverage of particular topics in geography. Specific content will vary from year to year depending on faculty expertise and research. Pre-requisite(s): completion of second year core program in Geography or permission of the instructor. Recommended electives for Specialization in Geomatics: MATH2086 Geometry This course will begin with a review of analytical geometry. It will continue with an axiomatic study of euclidean, affine, and projective geometries. Topics will include transformations, co-ordinatisation, and computational geometry. Prerequisite: MATH 1056 E and 1057 E. Students may not retain credit for both MATH 3086 E and MATH 2086 E. COSC 1046 E Introduction to Computer Science I This course is required of students in the B.A. or B.Sc. Computer Science programs. It introduces problem analysis and structured program design. Control structures for conditional execution, repeated execution, subprograms and recursion are introduced. Representation of information, including homogeneous and non-homogeneous linear data structure and files, is investigated. Students may not retain credit for both COSC 1046 E and COSC 1557 E. Prerequisite: OACMATH/U-level Math or OAC Computer Science. (LEC 3, TUT 1) (3 cr) COSC 1047 E COSC 1047 Introduction to Computer Science II This course takes a software engineering approach to programming in the large with particular emphasis on modularity, abstract data types, program specification, testing, documentation and maintenance. Students will develop and document software with reusable software libraries. Prerequisite: COSC 1046 E. Formerly COSC 2556 E. Students may not retain credit for both COSC 1047 E
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COSC2307 Database Programming Students are introduced to database programming using SQL. The topics covered include data definition, single and multiple table queries, updates, database administration, embedded SQL, report formatting, data protection and security. In addition to thorough coverage of SQL, students also learn how to use web pages as the user interface for our database programming. Students may not retain credit for both COSC 2926 E and COSC 2307 E. Prerequisites: COSC 1046 or equivalent programming experience Lec 3 tut 1 Cr 3
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Non- core Courses: Electives
For the Bachelor of Arts in Geography, students are allowed a maximum of 42 credits of 1000 series, therefore, in a 4-year program a student is required to complete a minimum of 78 credits at the upper year level including core and elective credits. This encourages students to develop key knowledge and methodologies in disciplines outside geography. The end result is graduates with broad-based knowledge and an understanding of the society in which they will live and work. When planning elective choices, students are required to have a more than introductory level of knowledge in a discipline outside Geography.
Students in Geography must choose 6 credits from Science and 6 credits from Humanities Group I: Humanities Anishinaabemowin, English, Film, Fine Arts Studies, French, Graphic Design, Italian, Music, Native Arts and Culture, Philosophy, Religious Studies, Spanish, Visual Arts. Group III: Science Biology, Chemistry, Computer Science, Geology, Mathematics For open electives, students can choose from a number of currently available courses taught at Algoma University Course Descriptions can be found in the Academic Calendar which is enclosed with the submission binder.
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4.7 Undergraduate Course Schedule 2
Year and Semester
Course Title Total Core Course Semester Hours
Total Non- core Course Semester Hours
Course Prerequisites and Co-requisites
Highest Qualification Earned and Discipline of Study
Year One: Semester One
Introduction to Physical Geography GEOG 1026
60 Ph.D in Geography with
teaching experience
3 Humanities Credits
36
3 Science credits 36
6 Elective credits
72
Year One: Semester Two
Introduction to Human Geography GEOG 1027
60 Ph.D in Geography
3 Humanities Credits
36
3 Science Credits 36
6 Elective Credits 72
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Year Two: Semester Three
Introduction to Quantitative Methods
60 MA Ph.D. in
Statistics or related
discipline
3 Techniques Course Credits
36 Ph.D. in Geography
3 Systematic Course Credits
36 Ph.D. in Geography
3 Regional Course Credits
36 Ph.D. in Geography
3 Elective Credits 36
Year Two: Semester Four
Spatial Thinking and Quantitative Geography
36 Introduction to Quantitative Methods
Ph.D. in Geography
3 Techniques Course Credits
36 GEOG 1026/27 or instructor’s permission.
Ph.D. in Geography
3 Systematic Course Credits
36 GEOG 1026/27 or instructor’s permission.
Ph.D. in Geography
3 Regional Course Credits
36 GEOG 1026/27 or instructor’s permission.
Ph.D. in Geography
3 Elective Credits 36 As specified for Science, Humanities or other electives
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Year Three: Semester Five 3 Techniques
Course Credits 36 GEOG 1026/27 or
instructor’s permission. Prerequisite preferences may vary with course. Refer to outline for specifics
Ph.D. in Geography
3 Systematic Course Credits
36 GEOG 1026/27 or instructor’s permission. Prerequisite preferences may vary with course. Refer to outline for specifics
Ph.D. in Geography
3 Regional Course Credits
36 GEOG 1026/27 or instructor’s permission. Prerequisite preferences may vary with course. Refer to outline for specifics
Ph.D. in Geography
6 Elective Credits
72 As specified for Science, Humanities or other electives
Year Three: Semester Six 3 Techniques
Course Credits 36 GEOG 1026/27 or
instructor’s permission. Prerequisite preferences may vary with course. Refer to outline for specifics
Ph.D. in Geography
3 Systematic Course Credits
36 GEOG 1026/27 or instructor’s permission. Prerequisite preferences may vary with course. Refer to outline for specifics
Ph.D. in Geography
3 Regional Course Credits
36 GEOG 1026/27 or instructor’s permission. Prerequisite preferences may vary with course. Refer to outline for specifics
Ph.D. in Geography
6 Elective Credits
72 As specified for Science, Humanities or other electives
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Year Four: Semester Seven Thesis Option
Senior Thesis 36 Geog 2026/27, and 3047 & encouraged to take GEOG 4985 simultaneous to Senior Thesis. Minimum average geography grade of B.
Ph.D. in Geography
3 Credits 4000 Series courses
36 Relevant 3000 level courses. Refer to Course outline for specifics
Ph.D. in Geography
9 Elective Credits
108 As specified for Science, Humanities or other electives
Year Four: Semester Seven Non-Thesis Option
6 Credits 4000 Series courses
72 Relevant 3000 level courses. Refer to Course outline for specifics
Ph.D. in Geography
9 Elective Credits- Senior level
108 As specified for Science, Humanities or other electives
Year Four: Semester Eight Thesis Option
Senior Thesis 36 Geog 2026/27, and 3047 & encouraged to take GEOG 4985 simultaneous to Senior Thesis. Minimum average geography grade of B.
Ph.D. in Geography
3 Credits 4000 Series Courses
36 Relevant 3000 level courses. Refer to Course outline for specifics
Ph.D. in Geography
9 Elective Credits – Senior Level
108 As specified for Science, Humanities or other electives
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Year Four: Semester Eight Non-Thesis Option
6 Credits 4000 Series Courses
72 Relevant 3000 level courses. Refer to Course outline for specifics
Ph.D. in Geography
9 Elective Credits- senior Level
108 As specified for Science, Humanities or other electives
Subtotal Course Hours
792* *720
Total Program hours
*1512
*Please note: Most courses are 36 hrs; some require additional lab and or tutorial hours
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4.8 Work Experience
Not Applicable. There is currently no required work experience; however, the department encourages students to consider the optional placement, practicum, and coop opportunities associated with the program. As can be seen in the Techniques Section of Course Outlines a Geography Practicum GEOG 3XXX is available as a geography option. This course is intended to provide third and fourth year honours students and students in the geomatics certificate program with relevant work and practical experience within government and the private sector. A priority is to place students in positions in the Algoma district, aboriginal settlements, and other parts of northern Ontario. However, opportunities in areas outside northern Ontario, including overseas, will be considered. Flexible paths for placement are utilized. Academic-term duration placement where remuneration is possible or where student can make alternative arrangement for financial support will be facilitated. Student work one full day a week throughout the duration of the placement term or other time arrangements that meet departmental standards for the geography practicum will be considered.
At present, co-operative education is optional and requirements are in addition to the academic requirements for a degree program. The co-op option is available for students in all degree programs. For co-op program regulations, refer to page 15 of the enclosed academic calendar.
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4.9 Course Outlines
The following section contains course outlines for the Bachelor of Arts in Geography (Honours).
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4.9.1. Core Courses
Course Name Course Code
Introduction to Physical Geography GEOG1026
Introduction to Human Geography GEOG1027
Introduction to Quantitative Methods GEOG2026
Spatial Thinking and Quantitative Geography GEOG2027
Senior Thesis GEOG4XXX
4.9.2 Techniques Courses
Course Name Course Code
Introduction to Cartography GEOG2016
Introduction to GIS GEOG2017
Remote Sensing of the Environment GEOG3037
History and Methodology in Geography GEOG3046
Field Course in Geography GEOG3XXX
Geography Practicum (Overseas/International/Northern Ontario/Job Placement)
GEOG3XXX
Air Photo Interpretation and Image Analysis GEOG3XXX
Topics in GIS Application GEOG3XXX
Advanced Geographic Information Systems (GIS) GEOG3XXX
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4.9.3. Systematics Courses
Course Name Course Code
Geomorphology I GEOG2106
Geomorphology II GEOG2107
Population Geography GEOG2206
Cultural Geography GEOG2216
Social Geography GEOG2217
Climatology GEOG3106
Biogeography GEOG3115
Urbanization and World Cities GEOG3206
Understanding the Cityscape GEOG3207
Contemporary Issues in Economic Geography GEOG3317
Indigenous Knowledge in Natural Resource Management GEOGXXXX
Geography of Health GEOGXXXX
Geography of Hazards and Disasters GEOGXXXX
4.9.4 Regional Courses
Course Name Course Code
Geography of Canada’s Regions GEOG2406
World Regional Geography GEOG2606
Geography of the Asian-Pacific Rim GEOG2617
The Great Lakes: Resources, People, and the Environment
GEOG2XXX
Geography of the United States GEOGXXXX
Geography of Ontario GEOG2XXX
Geography of Canada’s North GEOG3XXX
Geographies of Development: Theory and Application
GEOG3XXX
The Geography of Sub-Saharan Africa GEOG3XXX
Geography of Europe GEOG3XXX
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4.9.5. 4000 Series Courses
Course Name Course Code
Global Environment Change GEOG4045
Population, Environment and Development GEOG4217
Seminar in Urban Geography GEOG4226
Community Planning GEOG4816
Directed Studies GEOG4985
Natural Resources and the Environment: Policy and Practice
GEOG4XXX
Geographic Information System Research Project GEOG4XXX
Impact Assessment and Resources Management GEOG4XXX
Advanced Topics in Geography I GEOG4XXX
Advanced Topics in Geography II GEOG4XXX
4.9.6. Additional Proposed Courses
Course Name Course Code
Special Topics in Geography I GEOG 3996
Special Topics in Geography II GEOG 3997
4.9.7 Bridging Course Descriptions
4.9.8 Bridging Course Outlines
4.9.9 Gap Analysis
These sections are not applicable to this proposal.
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5. Delivery Method Courses in the proposed program have been designed to ensure that students achieve the learning outcomes and that their learning experiences require a depth of inquiry and academic discipline in line with the level expected in the honours degree. Particular attention will be paid to development of the essential skills and methodologies needed in the field. In addition to discipline specific skills, students will have learning experiences to develop communication, teamwork, project management and collaborative skills. These attributes were strongly recommended during the consultation phase of program development. As can be seen in course outline drafts, the proposed delivery methods and student assessments will support the achievement of the intended learning outcomes and foster success in the program and beyond graduation. The curriculum of this program will be subject to Algoma University’s Quality Assurance protocols which are outlined in the section which follows.
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5.1 Quality Assurance of Delivery
5.1.1 Quality Assurance of Program Delivery Policies, Guidelines and Practices
Algoma University’s existing policy, general principles and guidelines governing undergraduate program reviews has been assessed in a previous submission, Bachelor of Science (Biology) which received Ministerial Consent in July 2010. Algoma University’s program review policy is consistent with the standards of the Council of Ontario Universities (COU) and the Ontario Council of Academic Vice-Presidents (OCAV). As a member of COU, Algoma University maintains rigorous quality assurance standards comparable to all other publically-funded Ontario universities. Algoma University is currently revising its program review policies and protocols to become in line with the new system of Quality Assurance for all graduate and undergraduate publically assisted universities in Ontario, approved by OCAV on February 8, 2010 which created the Ontario Universities Council on Quality Assurance. The university is in the final stages of its revision of policies and procedures pertaining to periodic review of programs including the intended schedule for formal evaluation and the procedures which govern the follow-up on matters raised during the review. The University’s new Institutional Quality Assurance Processes (IQAP) were endorsed at our Senate in December 2010. Ratification by COU is expected in early 2011. Documentation will be available at the site visit.
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5.2 Policy on Student Feedback
The policies and procedures for obtaining and using student feedback, including the student feedback instrument have been assessed in a previous submission Bachelor of Science (Biology) which received Ministerial Consent in July 2010. The current version can be found in a separate compilation containing university’s policies and procedures as required in the November, 2010 Submission Guidelines for Public Organizations Applying for Ministerial Consent.
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5.3 On-line Delivery
5.3.1 On-line Learning Policies and Practices
Algoma University’s On-Line Learning Policy has been assessed in a prior submission, Bachelor of Social Work (Honours) which received Ministerial Consent on December 13, 2010. The current version can be found in a separate compilation containing university’s policies and procedures as required in the November, 2010 Submission Guidelines for Public Organizations Applying for Ministerial Consent.
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6. Capacity to Deliver The location of Algoma University provides students a unique opportunity to study in a region with a rich diversity of peoples and natural environments. A wide range of urban and natural environments, those both impacted and not impacted by human development, are located close to campus. Students will study in a location with a truly unique sense of place. Sault Ste. Marie is a border city located in the Great Lakes basin, a location that provides students with an international perspective while studying the unique geography of Northern Ontario. The campus of Algoma University is on the site of the former Shingwauk Indian Residential School. Algoma’s special mission is to cultivate cross-cultural learning between Aboriginal communities and other communities, in keeping with the history its geographic site. The curriculum of the proposed program was designed to present students with an opportunity to learn about Indigenous perspectives in geography. Courses such as Indigenous Knowledge in Natural Resource Management will familiarize students with these perspectives. It is expected that some of the practicum opportunities and research projects will be within Indigenous organizations and/or focus on Indigenous issues relating to geography. Indigenous perspectives are incorporated throughout the curriculum to provide students with a breadth of knowledge on Indigenous approaches to geographical issues. Algoma University is fortunate to have established relationships with first-class research institutes and government departments in close proximity to the university where students have access to qualified personnel, labs, and resources. Examples include the Health Informatics Institute, Great Lakes Forestry Centre, Ontario Forest Research Institute, City of Sault Ste. Marie, and the Ministry of Natural Resources. In a survey of potential employers of graduates, 84% of organizations surveyed indicated they would be interested in hosting field placements or co-op students from the geography program. Students who choose the practicum course will receive tremendous benefit from the wealth of local expertise and support. The university is currently constructing a Biosciences and Technology Convergence Centre, opening in 2011, that will house the Sault Ste. Marie Innovation Centre (SSMIC) and its Community Geomatics Centre (CGC). A hub of local Geographic Information Systems (GIS) activity, the CGC delivers community-based GIS solutions to a variety of clients. For students with an interest in geomatics, the proximity of the SSMIC and its associated business incubation facilities will be of tremendous benefit. For students with an interest in human geography, the rapidly-growing Northern Ontario Research, Development, Ideas, and Knowledge (NORDIK) Institute is a hub for community-based research. The Department of Geography will work collaboratively with research institutes, the CGC, and private-sector partners to enhance the student experience through placement opportunities, research projects, and guest lectures.
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Algoma University’s business and academic planning are closely coordinated to ensure the academic quality of program content and delivery in accordance with the university’s vision and strategic objectives. Academic planning is guided by the following :
Responsive to regional need–Algoma University pays particular attention to the needs of northern Ontario
Consistent with Algoma University’s commitment to improving Anishinaabe (First Nations, Metis, and Inuit) post-secondary education–manifested in outreach programs, Anishinaabe initiatives, and Anishinaabe community input into all Anishinaabe developments
Cognizant of provincial priorities–including improving accessibility in the north and playing a role in regional economic development
Based on community input and consultation–efforts are made to actively involve students and the greater community in the academic planning process
Attractive to students
Sustainable–mindful of student demand and maximum efficiencies
Improving access and opportunity–continuing to reach out to students where they live
Each year, the Academic Planning Committee (a subcommittee of Senate) uses these principles as a starting point from which they undertake a detailed review of input from departments and divisions, as well as of quantitative data on external indicators such as enrolment and program demand. From this analysis, the Academic Planning Committee produces a five-year academic plan. The five-year plan is brought forward to the Algoma University Senate, with a request to support the recommendations included in the report. Once approved by the Senate, the five-year academic plan becomes an integral part of strategic planning for university administration. Algoma University produces an Institutional Plan each year to guide the operations and direction of Algoma University for the next five years. The academic plan of the Senate forms the backbone of this Institutional Plan. The Institutional Plan outlines how growth in student body, academic and student support systems, governance, and finances will develop in support of the university’s academic objectives. The Institutional Plan coordinates the business and academic plans of the university. It outlines how human, physical, and financial resources will be utilized to ensure quality of instruction and quality of learning environment in all disciplines. The Institutional Plan includes a number of benchmark indicators, by which Algoma University administration can track academic quality of program content and delivery.
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6.1 Legal Characteristics and Governance
Algoma University has the required Legal Characteristics and Governance structure The following documents pertaining to Algoma University’s legal character have been reviewed in a previous submission Bachelor of Science (Biology) which received Ministerial Consent in July 2010.
Bill 80, An Act to establish Algoma University and dissolve Algoma University College
Algoma University’s Letters Patent Bill 80 can be found in a separate compilation containing university’s policies and procedures as required in the November, 2010 Submission Guidelines for Public Organizations Applying for Ministerial Consent.
The following elements of the university’s governance have been reviewed in a previous submission, Bachelor of Science (Biology) which received Ministerial Consent in July 2010:
Governance and Administrative Structure
Responsibilities of Governing Bodies
Reporting Structures
Coordinated Business and Academic Plan to Support Program Quality
Administrative Staff The job descriptions for each of the following senior administrative positions have been reviewed in a previous submission, Bachelor of Science (Biology) which received Ministerial Consent in July 2010.
President
Academic Dean and Associate Vice President, Academic and Research
Vice President Administration
Director of Advancement and External Relations
Registrar and Director, Enrolment Management
Director of Human Resources
Director of University Services
Director of Information Technology Services
Divisional Director Ancillary Operations and Sales
Library Director
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6.2 Learning and Physical Resources
6.2.1 Library Resources
Number of Holdings (print) relevant to the field of study
Number of Holdings (electronic) (includes program-specific databases)
On-site Library Resources Relevant to Degree program Area (for students/faculty)
PRINT MONOGRAPHIC HOLDINGS
G 1 – 922 GEOGRAPHY (GENERAL)
478
G 1000-3122 ATLASES 134
GA 1 -1776 MATHEMATICAL GEOGRAPHY CARTOGRAPHY
47
GB 3-5030 PHYSICAL GEOGRAPHY
75
GC 1-1581 OCEANOGRAPHY 31
GE 1-350 ENVIRONMENTAL SCIENCES
37
JV 1-9480 EMIGRATION & IMMIGRATION
242
GF 1-900 HUMAN GEOGRAPHY
84
QC 851-999 CLIMATOLOGY 133
QE 1-996.5 GEOLOGY 316
TOTAL 1577
PRINT PERIODICAL HOLDINGS Annals of the Association of American Geographers Canadian Geographer Canadian Geographic Canadian Geographic Journal Demography Economic Geography Environment Environmental Ethics Environments Geographic Journal Geographical Review Geological Society of America Bulletin Great Lakes Geographer Journal of Developing Areas Journal of Geography National Geographic Population and Development Review Population Studies Urban Affairs Quarterly Urban Affairs Review Urban Geography Urban Studies
RECENT PRINT ACQUISITIONS Agents of empire: British female migration to
ELECTRONIC PERIODICAL TITLE COUNT
# OF TITLES SUBJECT
1176 GEOGRAPHY
56 ENVIRONMENTAL SCIENCES
13 HUMAN ECOLOGY
1 MAPS
8 MATHEMATICAL GEOGRAPHY CARTOGRAPHY
40 OCEANOGRAPHY
29 PHYSICAL GEOGRAPHY
154 GEOLOGY
1477 TOTAL
DATABASE PACKAGES (GEOGRAPHY/CROSS-DISCIPLINARY) A-Z Maps Online Academic Search Complete Algoma’s Electronic Journals (A-Z) Annual Review Applied Science and Technology Bibliography of Native North Americans BIO2 CBCA Current Events CBCA Reference CPIQ – Canadian Periodical Index Dissertations and Theses (Proquest) Econlit Education Full-Text Education Sage Full-Text Environmental Studies and Policy Collection Expanded Academic ASAP Gale Academic Onefile Gale virtual Reference Library GEOBASE GEOREF GREENFILE Informaworld Internet archive ISI Web of Knowledge National Research Council of Canada Full-Text Journals Nature Online
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Canada and Australia by Chilton, Lisa. Beyond the metropolis: urban geography as if small cities matter by Ofori-Amoah, Benjamin. Carbon shift: how the twin crises of oil depletion and climate change will define the future by Homer-Dixon, Thomas. Climate change in the 21st century by Cohen, Stewart J. The climate diet: how you can cut carbon, cut costs and save the planet by Harrington, Jonathan Henry. Climate wars by Dyer, Gwynne. The complete Ice Age: how climate change shaped the world by Fagan, Brian M. Darwin’s lost world: the hidden history of animal life by Brasier, M.D. The earth after us: what legacy will humans leave in the rocks by Zalasiewicz, J. A. El Niño, catastrophism, and culture change in ancient America by Sandweiss, Daniel H. Elemental geosystems by Christopherson, Robert W. An everyday geography of the global south by Rigg, Jonathon. Geographical education in a changing world: past experience, current trends and future challenges by Lidstone, John. Geographies of globalization by Murray, Warrick E. Geographies of globalization: a critical introduction by Herod, Andrew. Geographies of globalization: a critical introduction by Herod, Andrew. Geographies of the new economy: critical reflections by Daniels, P.W. Geomorphology and global environmental change by Slaymaker, Olav. Georeferencing: the geographic associations of information by Hill, Linda L. Global environmental challenges: perspectives from the South by Dwivedi, O.P. The great warming: climate change and the rise and fall of civilizations by Fagan, Brian M. Hakluyt’s promise: an Elizabethan’s obsession for an English America by Mancall, Peter C. Has God forsaken Africa? by Kala, Musa Dieng. The hot topic: what we can do about global warming by Walker, Gabrielle. Human development report 2009: overcoming barriers : human mobility and development by United Nations Development Programme. Immigrants working with co-ethnics: who are they and how do they fare economically by Hou, Feng. In search of Captain Cook: exploring the man through his own words by O’Sullivan, Dan. Introduction to geography: people, places and
Oxford Reference Online – Premium Collection Oxford Scholarship Online PAIS Readers’ Guide Full Text Scholars Portal E-Books Scholars Portal E-Journals Science Magazine Online Social Sciences Full Text Sociology: A Sage Full Text Collection Springer E-Books Urban Studies and Planning: A Sage Full-Text Collection Wilson Omnifile Full Text Mega E-BOOK PACKAGES (GEOGRAPHY/CROSS-DISCIPLINARY) Oxford Reference Online (Premium Collection) Ebooks Earth and Environmental Sciences (10) Scholars Portal Ebooks (include public domain texts, government research, and subscribed collections such as Cambridge, Springer, Oxford Scholarship Online, etc.) Geography (General), Atlases, Maps (918) Cartography, Mathematical Geography (1,074) Physical Geography (709) Oceanography (43) Environmental Sciences (1,196) Human Geography (759) Anthropology (195) Folklore (339) Manners and Customs (3,523) Recreation, Leisure (26)
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environment by Bergman, Edward F. Introduction to geopolitics by Flint, Colin. Landscape by Wylie, John. Mapping England by foxell, Simon. Migrants to the metropolis: the rise of immigrant gateway cities by Price, Marie. Mobilities, networks, geographies by Larsen, Jonas. A nation of emigrants: how Mexico manages its migration by Fitzgerald, David Network power: the social dynamics of globalization by Grewal, David Singh. Nature’s clocks: how scientists measure the age of almost everything by Macdougall, J.D. New faces in new places: the changing geography of American immigration by Massey, Douglas S. New geographies of the American West: land use and the changing patterns of place by Travis, William R. Of rock and rivers: seeking a sense of place in the American West by Wohl, Ellen E. Old nations, new voters: nationalism transnationalism and democracy in the era of global migration by Earnest, David C. Paper citizens: how illegal immigrants acquire citizenship in developing countries by Sadiq, Kamal. Physical geography: a landscape appreciation by McKnight, Tom L. Place of birth, generation status, citizenship and immigration reference guide, 2006 Census by Statistics Canada. Placing Latin America: contemporary themes in human geography by Jackiewicz, Ed. The politics of immigration in France, Britain, and the United States by Schain, Martin. Post-structuralist geography: a guide to relational space by Murdoch, Jonathan. The power of place: geography, destiny, and globalization’s rough landscape by De Blij, Harm J. Qualitative research methods in human geography by hay, Iain. Rigg, Jonathon. A reef in time: the Great Barrier Reef from beginning to end by Veron, J.E.N. Saving Kyoto: an insider's guide to how it works, why it matters and what it means for the future by Chichilnisky, Graciela. State death: the politics and geography of conquest, occupation, and annexation by Fazal, Tanisha M. Statistical methods for geography:a student’s guide by Rogerson, Peter A. Visualizing geology by Murck, Barbara W. The wealth and poverty of regions: why cities
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matter by Polese, Mario. Why we disagree about climate change: understanding controversy, inaction and opportunity by Hulme, Michael. World before Adam: the reconstruction of geohistory in the age of reform by Rudwick, M.J.S. ENCYLOPEDIAS AND DICTIONARIES The Cambridge encyclopedia of the life sciences Companion encyclopedia of geography: the environment and humankind The concise Oxford dictionary of earth sciences Dictionary of statistics and methodology: a non-technical guide for the social sciences Exploring polar frontiers: a historical encyclopedia Encyclopedia of human geography Encyclopedia of world geography McGraw-Hill dictionary of scientific and technical terms McGraw-Hill dictionary of science and technology Merriam-Webster’s geographical dictionary Nature encyclopedia Oxford dictionary of geography Oxford dictionary of the world Reader’s Digest illustrated world atlas World geographic encyclopedia
OTHER REFERENCE SOURCES ATLASES 21st century world atlas Atlas of American society Atlas of Canada and the world Atlas of exploration Atlas of medieval Europe Atlas of North America Atlas of the real world: mapping the way we live Geographic information: how to find it, how to use it Geography basics Historical atlas of the United States The Canadian Atlas: our nation, environment and people The Penguin historical atlas of the British Empire The Routledge atlas of Jewish history State of China atlas: mapping the world’s fastest growing economy Times atlas of the world
GAZETTEERS
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Cambridge gazetteer of the United States and Canada: a dictionary of places Concise gazetteer of Canada Demographic yearbook (United Nations) Dictionary of Canadian place names Europa world yearbook Gazetteer of Canada List of names for countries, capitals and inhabitants
GEOLOGY The Canadian encyclopedia of meteorites The concise Oxford dictionary of earth sciences Dictionary of geological terms Earth Guide to minerals, rocks and fossils The handy geology answer book Origins; the evolution of continents, oceans and life
ENVIRONMENTAL GEOGRAPHY
The atlas of U.S. and Canadian environmental history Dictionary of ecology and environment Dictionary of natural resource management Encyclopedia of environmental studies Global biodiversity Great Lakes: an environmental atlas and resource book Guide to sustainable development and environmental policy Indigenous peoples and environmental issues Life on earth The new atlas of planet management Wetlands
CLIMATOLOGY The atlas of climate change The climate of northern Ontario Climatic atlas: a series of maps portraying Canada’s climate Dictionary of weather The Facts on File weather and climate handbook Great Lakes climatological atlas Oxford dictionary of weather Sea ice climate atlas: northern Canadian waters, 1971-2000 World atlas of desertification
HUMAN GEOGRAPHY Across this land: a regional geography of the United States and Canada An atlas of international migration Dictionary of human geography The new atlas of planet management Penguin atlas of the diasporas Penguin dictionary of human geography
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PHYSICAL GEOGRAPHY Atlas of the World’s deserts Earth Elements of physical geography Encyclopoedic dictionary of physical geography Penguin dictionary of physical geography Rivers of North America The water encyclopedia World water resources at the beginning of the 21st century
STATISTICS Dictionary of statistics and methodology: a non-technical guide for the social sciences Elementary statistics for geographers Essentials of statistics for the social and behavioral sciences
Will the library resources of other institutions/organizations be available to students? Yes. If yes, describe the resources and the location.
Member of Canadian Research Knowledge Network
Member of Canadian University Reciprocal Borrowing Agreement Libraries
Member of the Ontario Council of University Libraries
Member of Ontario’s Inter-Library Loan System (RACER)
Member of Knowledge Ontario
Letters of agreement are on file and can be made available at the site visit.
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6.2.2 Computer Resources
At present the university has 3 general purpose computer labs totaling 87 seats. In addition, a computer workstation area is available in the library and a small computer lab is located in the Shingwauk Anishinaabe Student Association lounge. When the Bioscience and Technology Convergence Centre opens in September 2011, an additional 10 computers will be available. All computer labs and classrooms are on fixed 3-year hardware-refresh cycles allowing students to utilize the latest technologies. The majority of software on campus is licensed through concurrent licensing models, allowing all labs and classrooms to have the same software across campus. The majority of our software packages also have maintenance packages to ensure we are always kept current. A single computer image is maintained across all campus computer labs and classrooms to maintain consistency, with this image updated every 4 months. The courses in the Geomatics Specialization require computer labs to be outfitted with specific software, including: IDRISI, PCI Geomatica and ArcGIS One of the university’s 24 seat labs will be outfitted with the required geomatics software in 2011. The university is currently in the process of gathering quotes and looking at the feasibility of obtaining a university site license for ArcGIS through a partnership with its Health Informatics Research Institute. If the site license is obtained, all students will have access to the geomatics software from any computer on campus.
Year Number of Students
(cumulative)
Number of General Purpose
Computers available to Students in Proposed Program
Number of Specialized Computers available to Students in Proposed Program
Location of Computers
On Site (x) Other (specify)
Year 1 – 2011/12
50 97 24 X
Year 2 – 2012/13
57 97 24 X
Year 3 – 2013/14
62 97 24 X
Year 4 – 2014/15
63 97 24 X
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6.2.3 Classroom Space
None of the courses in the proposed program has any special classroom requirements other than being an appropriate size to accommodate the learning activity. Scheduled classes will be assigned to existing standard classroom space on campus. The chart below outlines the existing classroom space and seating capacity (year 1), and accounts for the expansion of classroom space with the completion of the Biosciences and Technology Convergence Centre in March 2011. A standard Algoma University classroom contains a chalkboard or whiteboard, a data projector, digital media hookups, and seating in sufficient quantity to accommodate class enrolment.
Year Number of Students
(cumulative)
Number of Classrooms (include seating
capacity)
Location of Classrooms
On Site (X) Other (specify)
Year 1 - 2011/12
50 18 classrooms (total 922 capacity seats)
X
Year 2 - 2012/13
57 18 classrooms (total 922 capacity seats)
X
Year 3 - 2013/14
62 18 classrooms (total 922 capacity seats) X
Year 4 - 2014/15
63 18 classrooms (total 922 capacity seats)
X
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6.2.4 Laboratories/Equipment/Workstations
Year Number of Students
(cumulative)
Type and Number of Labs
Specifically Equipped Workstations and/or
Specialized Equipment*
Location of Laboratories/Equipment
Number Ratio of Students
to Equipment
On Site (X) Other
Year 1 - 2011/12
50 1 24 1:1 X
Year 2 - 2012/13
57 1 24 1:1 X
Year 3 - 2013/14
62 1 24 1:1 X
Year 4 - 2014/15
63 1 24 1:1 X
*The information in the chart above refers to the specialized computer resources to support
the geomatics and other geography courses requiring computing support. The software requirements are listed in section 6.2.2. There is a separate geography lab and it has the following:
A comprehensive and catalogued map library; including holdings for wall maps covering all the continents.
Specialized tables for map production.
Tables and chairs for 30 students.
Storage for equipments and materials, for example, equipment for watershed studies, equipment for slope and soil studies for both field and laboratory studies, equipment for hydrological studies, water sampling and tests-physical and chemical, comprehensive mineral and rock samples, and simple kits for rock and minerals tests.
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6.3 Resource Renewal and Upgrading
This section has been assessed with a previous submission, Bachelor of Science (Biology) which received Ministerial Consent in July 2010. Algoma University plans its capital expansion to support the university’s strategic plans for growth. In general, the current physical facilities are in good condition and are sufficient to support current program needs. New development to support enrolment growth, both as a whole and in new program areas, is described in the general capital expansion plans for the next five years below. Library The Arthur A. Wishart Library resources and staff are vital components for delivering high quality education to Algoma University students. The scope of collections and instructional capacity of the library are areas that require constant improvements in order to meet the needs of a new, growing university. Over the next five years, the library will, as part of improving opportunity and expanding teaching and research capacity, expand its collections, carefully review its electronic acquisitions, and “staff up” to meet increased demands associated with expanded program offerings. The following points provide a detailed analysis of the plans and schedule for renewal and upgrading of library resources.
Improve access to digital information for all academic disciplines through Canadian Research Knowledge Network (CKRN). o Join CRKN as a full member in fall 2008. o Participate in a new CRKN proposal to the Canadian Foundation for Innovation –
Content Infrastructure for the Human and Social Sciences. o Participate in the CRKN’s existing scholarly database programs.
Improve access to digital information for all academic disciplines through Ontario Council of University Libraries (OCUL). o Join OCUL as a full member in fall 2008. o Participate in new and existing scholarly database programs through OCUL. o Participate as a ‘hub’ on the provincial inter-library loan network.
Leverage CRKN and OCUL memberships to enhance on- and off-campus access to additional ebooks (reference resources). o Increase monographic collections less expensively, without using space, with current
titles. Multiple users can access on and off campus.
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o Focus on supporting the new 4-year degree options (Anishinaabe Studies, Biology, Fine Arts (BDesign), Geography, and Sociology).
Build an integrated library system (catalogue) using the Evergreen Open ILS software as a full member of the CONIFER university consortium (Laurentian, McMaster, Windsor, and Guelph universities, and the Northern Ontario School of Medicine). Algoma University will lend special expertise by programming Anishinaabemowin (Ojibway) language support into the project.
*This will be a unique contribution by Algoma University to all Evergreen using libraries. Any library supporting an Ojibway user group would be able to load this language support into their version of Evergreen.
Improve access to external resources for faculty, students, and external users by becoming a full “hub” on the OCUL inter-library loan network and participate in the “netting out” agreement to determine required inter-library loan subsidy for students.
Inter-Library Loan Requests
User Groups 2006/07 2007/08 2008/09 2010/11 2013/14
Faculty 237 271 285 350 385
Students 133 230 241 290 320
External registered readers
83 79 85
95 100
Interlibrary System Development and Migration Path Milestones 2008/2009 2010/2011 2013/2014 Implementation Migration to Evergreen
2.0 Migration to Evergreen 3.0
Migration to Evergreen 4.0
Resource commitment
Algoma University hires eServices Librarian to work on project 100% commitment until migration
eServices Librarian 40% time commitment to project
eServices Librarian 40% time commitment to project
Features Cataloguing Batch importer/exporter Circulation Acquisitions Recalls Reserves Serials Credit/debit Non-monetary payments Z39.50 searching Language support SIP2 self-check Shelf-listing XML server support
Implement trilingual language support at Algoma University: English French *Anishinaabemowin
Shibboleth access for users from other universities Inbound telephony Outbound telephony Inventory management Hold queues (Netflix style queues) Web-based patron self-registration Integration with Student Registration System FulfiLLment
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Totals 453 580 611 735 805 *In 2009/10 Student inter-library loan fees eliminated and web interface to inter-library loan system introduced to users.
Enhance library staffing to ensure that all functions of an autonomous library are covered and that reference and instruction function is always staffed properly during hours of operation.
Staffing Complement Additions to Enhance Services
Year 2006/07 2007/08 2008/09 2010/11 2013/14
Positions Library Director
eServices Librarian
(15% reference)
Add Public Services Librarian
(60% reference) Add 2 FTE Desk staff (provides
quick reference)
Add 1 FTE Metadata Technician
Promote library instruction to faculty, staff and external users through a variety of in-person and electronic methods, with a focus on the needs of mature, college transfer, First Generation and Anishinaabe students.
Develop library instruction to the point where every first year student receives at least one library instruction course either in person or online.
Library Instruction and Outreach
User Groups 2006/07 2007/08 2008/09* 2010/11 2013/14
Student participation in library instruction
865 776 853 939 1136
Regional high school library tour/instruction
386 392 411 432 476
External registered readers 33 86 91 96 106
Totals 1284 1254 1355 1467 1718
*Online library and research instruction introduced to users.
Measure results against the context of the Association of Research Libraries’ LibQual survey tool, which will allow a direct comparison with other North American libraries.
Increase library funding level as percentage of university budget to match our “stretch goal” competitors (Mount Allison, 6.7%) and make better use of the funding to match strategic objectives of the university.
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Increase percentage of library budget allocated to Acquisitions and Databases from 31.5% to 40%.
Of the 4.24% of university budget that is spent on library services, only 1.2% ($122,500 in 2006-2007) is spent specifically on library materials (databases, monographs, periodicals, government documents, audio-visual titles). Gradually increase this to 2% of university budget over 5 years.
Increase library holdings per FTE student towards 200 volumes. This will vastly improve ability to support 30+ degree programs and rank the university in the upper half among undergraduate universities in Canada.
University budget devoted to library services (%)
University 2006/07 2007/08 2008/09 2010/11 2013/14
Laurentian 5.0 4.6 n/a n/a n/a
Nipissing 3.8 4.1 n/a n/a n/a
Trent 4.6 4.4 n/a n/a n/a
Laurier 4.5 5.3 n/a n/a n/a
Algoma 4.24 4.51 5.11 5.7 6.0
Library Budget allocated to acquisitions (%)
University 2006/07
2007/08
2008/09
2010/11 2013/14
Laurentian 41.8 35 n/a n/a n/a
Nipissing 33.2 21 n/a n/a n/a
Trent 32.1 33.4 n/a n/a n/a
Laurier 35 38.6 n/a n/a n/a
Algoma 31.5 30.8 32.8 36 40
University library holdings: volumes per FTE student
University 2006/07 2007/08 2008/09 2010/11 2013/14
Laurentian 136 129 n/a n/a n/a
Nipissing 111 95 n/a n/a n/a
Trent 117 111 n/a n/a n/a
Laurier 128 120 n/a n/a n/a
Algoma 120 123 150 153 160
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Computers and Computer Access The Information Technology Services Department of Algoma University works to ensure reliable, secure, innovative, and resourceful university-wide services and support. Through centralized services and strategic planning, Algoma University is continually improving its infrastructure to ensure that it meets university-wide needs and is interactive and efficient. The university leases the equipment in the computer labs on campus. All computers are renewed and upgraded every three years on the current leasing program, ensuring adequate capacity and technical currency. Following the current schedule, computers are scheduled to be replaced in 2011 and 2014. Classrooms Capital planning is an ongoing process, led by the Director of University Services, and the Campus Development Committee (a subcommittee of the Board of Governors). Priority planning will address the appropriate expansion required to achieve university-wide strategic initiatives, as identified in the current Institutional Plan. At present, Algoma University has a 35-acre campus, which has grown from 5,500 square metres within 2 buildings, to 18,825 square metres and 12 buildings today. Generally, the campus facilities are in very good condition. All campus classroom space is located in the main central building, with a series of extensions that accommodate additional wings. The relatively compact form that development has taken to date suggests there is capacity on the site to provide facilities to meet the needs of the long-term enrolment targets. The university commissioned Educational Consulting Services Corp. to conduct a Facilities Review in 2008 to accompany the overall business plan for an independent Algoma University. The review determined classroom space utilization is 60% during daytime hours, and 47.5% for evening timeslots. The study concluded that Algoma’s general purpose instructional space is of good quality and of sufficient quantity to accommodate some enrolment growth with a review of scheduling practices to utilize more classroom space on Fridays. The study did conclude that the addition of 4-year programs and focus on project-based work will require some additional types of teaching space to become available such as break-out and project rooms. Construction of a Biosciences and Technology Convergence Centre began in April 2009. The Convergence Centre will house the teaching and research activities of Algoma University’s science programs. It will contain 3 classrooms: 1 80-seat lecture theatre, 1 40-seat lecture theatre, and 1 small 30-seat seminar room. These classrooms will be available in September 2011.
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Laboratories/Equipment All computer labs and classrooms are on fixed 3-year hardware-refresh cycles allowing students to utilize the latest technologies. From a software standpoint, the majority of software on campus is licensed through concurrent licensing models, allowing all labs and classrooms to have the same software across campus. The majority of our software packages also have maintenance packages to ensure we are always kept current. Currently a single computer image is maintained across all campus computer labs and classrooms to maintain consistency, with this image updated every 4 months. A portable weather station will be installed to replace an earlier one that had to be dismantled because of construction changes on campus. When the Biosciences and Technology Convergence Centre opens in September 2011, the university will have a full-service wet lab that could service biogeography, hydrology, geomorphology, and soils. There will be storage space for lab chemicals and fragile instruments. Future plans include a $21,000,000 Phase II Expansion of the Centre to include a dedicated 25-30 seat teaching geomatics lab and a physical geography lab with storage space for lab chemicals and fragile equipment. In addition, the Phase II expansion should include:
Four faculty offices
Small geomatics office/lab for special projects and research
Technician office
3 classrooms
Display area for posters and artifacts
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6.4 Support Services
This section has been assessed with a previous submission Bachelor of Science (Biology) which received Ministerial Consent in July 2010. Algoma University offers a portfolio of support services to ensure a student-centric approach to learning and student life is maintained throughout the university. Algoma University student services include the learning centre – writing lab, special needs, and tutoring; academic advising; career services; health and crisis counseling; student life activities; student union, association and club support; training; co-operative education; and English as a second language programming. The following chart outlines the support services available on campus to degree students.
Support Service Brief Description of Service
Academic Advising Academic Advisors assist students with course selection for their degree program. As a part of the course selection process, Academic Advisors will refer students to other services (for example, the Learning Centre) that will enhance a student’s chances of academic success. All students in the first year of studies at Algoma University are offered an Academic Orientation session prior to the start of fall classes. For students commencing their studies in the winter or spring session, there are orientation sessions and one-on-one advising. Upon completion of first year students are assigned a faculty advisor. The Registrar issues advising information to returning students in the winter advising information package distributed in February.
Career Counselling Algoma University’s Co-op and Career Services Office provides the following services:
Job posting (within and outside the university)
Resume and cover letter evaluations
Mock interviews
Career/job search workshops (examples of topics include: resume and cover letters, interview tips, job search strategies, working abroad, and all about co-op)
Career resource library
One-on-one career counseling
Annual career day for students and graduates
Administration of the university co-op, Ontario work study, and International work study
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programs.
Personal Counselling Algoma University’s Student Services Office provides personal crisis and counseling referrals through its Student Services Advisor. In addition, the Financial Aid Office provides personal counseling relating to budgeting and financial crisis throughout the school year. The Financial Aid Office delivers a series of money management and financial aid seminars to students.
Placement Algoma University maintains a co-operative education program administered by the Co-op and Career Services Advisor. Co-op placement services attempt to arrange suitable employment experiences for all co-op students through solicitation of employers for placements. Co-op placements are market driven; therefore, certain degree programs will offer more options. The Co-op and Career Services Advisor assists students with securing job placements after graduation by maintaining on-line postings, a bulletin board, one-on-one career guidance, and an annual career day and job expo.
Services for Students with Disabilities
Algoma University’s Learning Centre provides a centralized service area for students with disabilities. The Learning Centre employs a Coordinator of Learning Centre/Disability Services, a Learning Strategist/Assistive Technologist, and a Writing Lab Instructor. Disability Services designs accommodations such as extended time for exams or note-taking services for students on a needs-assessed basis. The Learning Strategist works with students to improve study skills, and introduces students to assistive technology such as voice to text programs. The Learning Centre also facilitates student success workshops for students with special needs on topics such as study skills, transition strategies, stress management, and writing approaches.
Tutoring Algoma University’s Learning Centre administers a peer tutoring program in which students are recommended by faculty as “peer tutors”. Tutors apply at the Learning Centre and are screened by staff in academic student services. Tutors are senior students who have received 75% or better in the
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course(s) they will be tutoring. Requests for tutoring are also made at the Learning Centre, where appointments are made and tutoring sessions are scheduled. This service is free of charge to all Algoma University students.
International Student Advising International Student Services supports international students academically, socially, and culturally. The International Student Advisor administers a homestay program, provides assistance with immigration-related inquiries, organizes cultural events and activities, and acts as an advocate for international students. In addition, the International Student Advisor provides pre-departure assistance and an orientation to Canada and campus life when students arrive to commence their studies.
Anishinaabe Student Advising Anishinaabe Student Services offers academic and specialized support services to all Anishinaabe (First Nation, Métis, Inuit) students. Some of these services include a Visiting Elder Program, Welcome Feast, Annual Elders’ Gathering, a dedicated student centre, computer lab, and support for the Shingwauk Anishinaabe Student Association.
Student Awards The Financial Aid Office provides support services in the administration of scholarships and bursaries to eligible students. Algoma University offers a substantial award program to newly-admitted and continuing students, including entrance awards, “in-course” awards, and bursaries. The Financial Aid Office assists students by providing general information on all forms of financial assistance, as well as by providing one-on-one assistance in filling out application forms.
Athletics and Fitness Algoma University maintains an on-campus fitness facility (the George Leach Centre) which includes a triple gymnasium, walking track, aerobics room, weight rooms, squash courts, and tennis courts. Varsity athletic offerings include basketball, curling, and indoor soccer. Athletic offerings focus on the development of a healthy lifestyle for students. Fitness testing and exercise prescription is available through a certified kinesiologist. Instructional programs include aerobics, ballroom dance, Tae Kwon Do, tennis, golf, yoga, Tai Chi, Pilates, CPR, and first aid
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classes.
Student Government Algoma University supports two student associations: the Algoma University Student Union (AUSU) and the Shingwauk Anishinaabe Student Association (SASA). The university provides qualified support staff to assist the student government with the administration of the student health plan and to act as a liaison between student government and university administration. University staff work with student government to ensure the union is aware of their roles and responsibilities as student advocates, and to ensure the student government prepares an annual budget and holds annual elections.
English as a Second Language Program
The Sault Program for English Language Learning (SPELL) is a university-preparatory, non-credit program available to ESL students who have met academic requirements, but require proof of language proficiency to begin degree program studies. SPELL integrates all key language skills including grammar, writing, reading, listening, speaking, and pronunciation into its curriculum. The SPELL program acts as a student support system by providing an additional entry pathway into degree programs, particularly for international students.
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6.5 Faculty
Anticipated enrolment with faculty and staff growth The numbers below represent the cumulative number of actual students in the total geography program. Year 1 (2011/12): 50 Year 2 (2012/13): 57 Year 3 (2013/14): 62 Year 4 (2014/15): 63 These numbers were calculated based on 10-year enrolment projections for the geography program, and assume a 73% retention rate between years one and two and a 90% retention rate between years two, three, and four. A steady-state enrolment of 94 students is anticipated for 2020/21 and beyond. At this point, the mature program will be well-established and Algoma University’s total enrolment will be at approximately 2,500 students. In ten years time, it is estimated geography students will represent 3-4% of total enrolment. Student Enrolment Projections - Geography Concentrations (including combined
concentrations)
Students 2011 /12
2012/ 13
2013/ 14
2014/ 15
2015/ 16
2016/ 17
2017 /18
2018/ 19
2019/ 20
2020/ 21
First Year 20 20 22 22 24 26 28 30 32 34
Second Year
15 15 15 16 16 18 19 20 22 23
Third Year 10 14 13 13 14 14 16 17 18 20
Fourth Year 5 9 12 12 12 13 13 14 15 17
Total
50 57 62 63 66 71 76 82 88 94
Faculty and Staff hires for first four-years of the program. Current Faculty Complement (full-time) – 2 Current Faculty Complement (part-time) - 2
New Faculty Hires (full-time)
New Faculty Hires (part-time)
New Staff Positions
Year 1 2011/12
1 2 0
Year 2 2012/13
1 0 1 PT Lab Coordinator /Technician 2 Student Assistants
Year 3 2012/13
0 2 0
Year 4 2013/14
0 0 0
Total faculty complement in year four of offering = 4 full-time, 6 part-time
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6.5.1 Policies on Faculty
This section has been reviewed in an earlier submission Bachelor of Science (Biology) which received Ministerial Consent in July 2010. This included Algoma University policies governing:
Academic/professional credentials required of present and future faculty teaching courses in the program;
Academic/professional credentials required of faculty acting as research/clinical/exhibition supervisors;
The requirement to have on file evidence supplied direct to the organization from the granting agency of the highest academic credential and any required professional credential claimed by faculty members;
The regular review of faculty performance
The means for ensuring currency of faculty knowledge in the field
Faculty availability to students
Professional development of faculty
The current version can be found in a separate compilation containing university’s policies and procedures as required in the November, 2010 Submission Guidelines for Public Organizations Applying for Ministerial Consent.
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6.5.2 Curriculum Vitae Release
“The organization has on file and available for inspection, from all faculty and staff whose CVs are included in this submission, signatures that attest to the truthfulness and completeness of the information contained in their CV and agreeing to the inclusion of their curriculum vitae in any documents/web sites associated with the submission, review, and final status of the program application.”
6.5.3 Curriculum Vitae for Faculty Assigned to the Degree Program
Curriculum Vitae for the following faculty responsible for teaching and curriculum development of the Bachelor of Arts in Geography (Honours) are included: Dr. William Osei Dr. Nairne Cameron Dr. Robert Ewing Anna Boyonoski
6.5.4. Curriculum Vitae for Faculty Responsible for Teaching and Curriculum Development of non- core Courses
Non- geography courses are either free electives, Science electives, and/or Humanities electives. These courses could be taught by any number of faculty members from outside the discipline at Algoma University. Curriculum vitae for all Algoma University faculty members have not been included in this submission. Algoma University maintains hiring policies to ensure the academic and professional credentials of all its faculty members are appropriate and current for the discipline taught.
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7. Credential Recognition Algoma University’s Bachelor Arts in Geography (Honours) was designed in consultation with other universities, community partners, and potential employers of graduates. Learning outcomes and standards are clear and consistent with similar programs in the province of Ontario, ensuring that graduates of the proposed program will be well-prepared for direct employment or continued study in graduate school. The Program Development Advisory Committee included academics from other universities who were able to verify that the credential of the proposed program will be recognized by other postsecondary institutions. The proposed program was carefully benchmarked against the honours undergraduate baccalaureate degree level standards of the Postsecondary Education Quality Assessment Board. In addition, research was conducted to compare the curriculum of the proposed program with related programs at other Ontario universities. For comparison, program details for an honours geography program from the University of Guelph and from Nipissing University were examined. By modeling a similar program structure, including core courses and an honours thesis project or substantive 4000 level course work, the curriculum is designed to facilitate credential transfer and recognition by other postsecondary programs. Letters confirming consultation and the recognition of this credential for employment and further study can be found on the pages which follow.
LaurentianUniversity Un iversiteLaurentienne
Department of Geography
Departement de geographie
TellTel. : 705-675-1151, 3350
Fax/Telec. : 705-675-4893
November 16, 2010
Dr. Rick Myers
President
Algoma University
1520 Queen Street East
Sault Ste. Marie, ON P6A
2G4
Dear Dr. Myers:
I am Dr. R. E. Mayer, Professor at the Geography Department, Laurentian University. I actively
contributed to the proposed Bachelor of Arts (Honours) in Geography Programme process. I am writing in
support of Algoma University's proposed Bachelor of Arts (Honours) in Geography programme.
Geography is a field with broad scope and depth. Graduates of the proposed programme will be able to
apply principles of geographic knowledge using critical thinking and problem solving skills to contribute to
solutions for social, economic, and environmental problems in local, regional, and international contexts.
Algoma University's current three-year programme has a history of producing top quality graduates who
move on to successful post-secondary studies or to careers in a variety of fields. The Bachelor of Arts
(Honours) in Geography curriculum focuses on the strengths of Algoma's current programming and
deepens the discipline-specific knowledge and methods in four major thematic areas: physical geography,
human geography, human-environmental studies and geomatics.
As a Physical Geographer at Laurentian University I am more than pleased to support the proposed
Bachelor of Arts (Honours) in Geography at Algoma.
Sincerely,
R. E. Mayer, PhD
Professor
Chemin du lac Ramsey Lake Road, Sudbury, ON Canada P3E 2(6 www.laurentian.ca www.laurentienne.ca
Ben R. McMullin Public School
24 Paradise Avenue, Sault Ste. Marie, ON, P6B 5K2 Telephone: (705) 945-7108 FAX: (705) 945-7205
e-mail: [email protected]
Principal Vice Principal Mr. A. Harnden Mrs. M. Bujold-Vallee
November 16, 2010 Dr. Rick Myers President Algoma University 1520 Queen Street East Sault Ste. Marie, ON P6A 2G4 Dear Dr. Myers: Please regard this correspondence as a letter of support for Algoma University’s proposed Bachelor of Arts (Honours) in Geography program. As principal of Ben R. McMullin Public School (which is part of the Algoma District School Board), I was asked to be part of the committee that was established to discuss the validity and viability of establishing a 4 year Geography program at Algoma University. As a former graduate of geography at this fine school, I was honored to be a part of the process. Geography is a field with broad scope and depth. Graduates of the proposed program will be able to apply principles of geographic knowledge using critical thinking and problem solving skills to contribute to solutions for social, economic, and environmental problems in local, regional, and international contexts. Algoma University’s current three-year program has a history of producing top quality graduates who move on to successful post-secondary studies or to careers in a variety of fields. I am a product of this program, and believe that the education afforded to myself and others like me, has enabled me to be successful in the field of education. The offering of a 4 year Geography program at Algoma University will enable students of Ben R. McMullin Public School (and graduates from our other elementary schools) to continue to be partners in education with your fine university. Furthermore, it will allow our students the opportunity to enjoy the benefits of a locally developed geography program suited to the needs and experiences of our local youth. Both our school and our Board support this initiative and all the educational benefits it will bring to our future graduates. Therefore, Ben R. McMullin Public School is pleased to support the proposed Bachelor of Arts (Honours) in Geography. Sincerely, Mr. Alan Harnden Principal – Ben R. McMullin Public School
1Remote Verification Technologies & Compliance CO2 Offsets
123 March Street, Suite 202Sault Ste. Marie, ON P6A 2Z5Canada
Phone: (705) 253-5096Fax: (705) 253-5099Email: [email protected] : www.bio-carb.com
Monday, November 15, 2010
Dr. Rick MyersPresidentAlgoma University1520 Queen Street EastSault Ste. Marie, ONP6A 2G4
Dear Dr. Myers:
I am writing in support ofAlgoma University’s proposed Bachelor of Arts (Honours) in Geographyprogramme.
BCSI is a Sault Ste. Marie based remote sensing; forest carbon offset developer and resource managementfirm. We have just opened two small satellite offices in Chile and Norway.
Geography is a field with broad scope and depth. Graduates of the proposed program will be able to applyprinciples of geographic knowledge using critical thinking and problem solving skills to contribute to solutionsfor social, economic, and environmental problems in local, regional, and international contexts. AlgomaUniversity’s current three-year program has a history of producing top quality graduates who move on tosuccessful post-secondary studies or to careers in a variety of fields. The Bachelor of Arts (Honours) inGeography curriculum focuses on the strengths of Algoma’s current programming and deepens the discipline-specific knowledge and methods in four major thematic areas: physical geography, human geography, human-environmental studies and geomatics.
BCSI’s key employees come primarily as graduates from geography and natural resource sciences. TheHonours BA program is most welcome and is very timely as we plan to increase staff with these skills bothhere and our offshore satellite locations.
BCSI is pleased to support the proposed Bachelor of Arts (Honours) in Geography.
Sincerely,
Robert G. Cormier, Chief Operating Officer
99 Foster Drive . Level Three . Sault Ste. Marie, Ontario . Canada . P6A 5X6 . Tel: 705.759.5432 . 1.800.461.6020 . Fax: 705.759.2185
[email protected] . www.sault-canada.com
November 16, 2010 Dr. Rick Myers President, Algoma University 1520 Queen Street East Sault Ste. Marie, ON P6A 2G4 Dear Dr. Myers: Algoma University serves as a vital social and economic platform that supports the well-being of Sault Ste. Marie. Realizing the great importance that the institution has on the community, the Sault Ste. Marie Economic Development Corporation (SSMEDC) has held a solid partnership with the school for a number of years. At present, SSMEDC is writing to support Algoma University’s proposed Bachelor of Arts (Honours) in Geography program. Geography is a field with broad scope and depth. Graduates of the proposed program will be able to apply principles of geographic knowledge using critical thinking and problem solving skills to contribute to solutions for social, economic and environmental problems in local, regional and international contexts. Algoma University’s current three year program has a history of producing top quality graduates who move on to successful post secondary studies or to careers in a variety of fields. The Bachelor of Arts (Honours) in Geography curriculum focuses on the strengths of Algoma’s current programming and deepens the discipline-specific knowledge and methods in four major thematic areas: physical geography, human geography, human-environmental studies and Geomatics. A Bachelor of Arts (Honours) in Geography program at Algoma University will allow the school to attract more bright and motivated people, the cornerstone of a healthy and growing knowledge-based economy. Building on this sector in Sault Ste. Marie is a main goal of the SSM Economic Development Corporation, which is why the organization is pleased to give its full support to this proposal. By offering this program, Algoma University will give more local youth an opportunity to study in their hometown. As well, the Geography program will attract more out-of-town students to Sault Ste. Marie, which will also have a positive impact on the local economy. The Sault Ste. Marie Economic Development Corp. aims to create a healthy, growing and diversified economy. Algoma University’s proposed Bachelor of Arts (Honours) in Geography program clearly fits
99 Foster Drive . Level Three . Sault Ste. Marie, Ontario . Canada . P6A 5X6 . Tel: 705.759.5432 . 1.800.461.6020 . Fax: 705.759.2185
[email protected] . www.sault-canada.com
within this mandate. The AU proposal would be a great step in the progress of the school and, by extension, the progress of the entire community. As such, the Sault Ste. Marie Economic Development Corporation is in full support of it. Regards,
D. Gregory Punch President and Board Chair SSMEDC
Dave Murphy Acting Chief Executive Officer SSMEDC
1520 Queen Street East, Room NW307, Sault Ste. Marie, Ontario P6A 2G4 Telephone: 705-942-7927 Fax: 705-942-6169 www.ssmic.com
November 12, 2010 Dr. Rick Myers President Algoma University 1520 Queen Street East Sault Ste. Marie, ON P6A 2G4 Dear Dr. Myers: I am writing in support of Algoma University’s proposed Bachelor of Arts (Honours) in Geography programme. The Sault Ste. Marie Innovation Centre was founded in 1999 and serves as a catalyst for growth in the science and technology sectors in the Algoma District. The Innovation Centre is focused on four core areas: operating a business incubator to encourage the establishment and growth of business start‐ups; providing support services to the SME (Small to Medium Enterprise) IT and science community; supporting the establishment and enhancement of advanced research projects in the region and undertaking strategic market development projects such as the highly successful GIS project. As part of its operations, SSMIC operates the Community Geomatics Centre, an award‐winning GIS services group that has been internationally recognized for its advanced work in the fields of municipal, utility and health GIS. Geography is a field with broad scope and depth. Graduates of the proposed programme will be able to apply principles of geographic knowledge using critical thinking and problem solving skills to contribute to solutions for social, economic, and environmental problems in local, regional, and international contexts. Algoma University’s current three‐year programme has a history of producing top quality graduates who move on to successful post‐secondary studies or to careers in a variety of fields. The Bachelor of Arts (Honours) in Geography curriculum focuses on the strengths of Algoma’s current programming and deepens the discipline‐specific knowledge and methods in four major thematic areas: physical geography, human geography, human‐environmental studies and geomatics. Our GIS team has grown in the past five years from seven to over twenty‐two staff and we are always looking for new talent with geomatics skills. As such, the Sault Ste. Marie Innovation Centre fully supports the advancement of local educational opportunities in the fields of Geography and Geomatics, and looks forward to employing future graduates of the program.
1520 Queen Street East, Room NW307, Sault Ste. Marie, Ontario P6A 2G4
The Sault Ste. Marie Innovation Centre is pleased to support the proposed Bachelor of Arts (Honours) in Geography. Best regards,
Tom Vair Executive Director Sault Ste. Marie Innovation Centre
Telephone: 705-942-7927 Fax: 705-942-6169 www.ssmic.com
496 Queen Street East, Sault Ste. Marie, ON, Canada P6A 1Z8
Tel: (705) 942-2919 Fax: (705) 942-6368 Email: [email protected]
Website: www.saultdowntown.com
downtown association Sault Ste Marie, Ontario
December 2, 2010
Dr. Rick Myers President, Algoma University 1520 Queen Street East
Sault Ste. Marie, ON P6A 2G4
Dear Dr. Myers:
On behalf of the nearly 400 members of the Downtown Association, I am writing in support of Algoma University’s proposed Bachelor of Arts (Honours) in Geography
programme.
Geography is a field with broad scope and depth. Graduates of the proposed programme will be able to apply principles of geographic knowledge using critical thinking and problem solving skills to contribute to solutions for social, economic, and
environmental problems in local, regional, and international contexts.
The Bachelor of Arts (Honours) in Geography curriculum focuses on the strengths of Algoma’s current programming and deepens the discipline-specific knowledge and methods in four major thematic areas: physical geography, human geography,
human-environmental studies and geomatics.
The Downtown Association believes that post secondary institutions are an integral part of any community. They attract academic, professional and administrative talents as well as students to our city which benefit both the university and the larger
Sault Ste. Marie community.
In addition, there are members of the Downtown Association that could employ future graduates of the program, and as a result, we support the advancement of educational opportunities in the fields of Geography and Geomatics and in turn, the
proposed Bachelor of Arts (Honours) in Geography.
Sincerely,
Anna Boyonoski Manager, Downtown Association
cc Board of Directors, Downtown Association
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8. Regulation and Accreditation There is no professional accreditation body associated with the discipline of geography. Many students enrolled in geography programs choose to pursue careers in teaching. Individuals wishing to be certified teachers in Ontario school system must meet the following requirements to apply for a one-year consecutive teacher education program, depending upon the grade level one wishes to teach:
Junior kindergarten through grade 6 – a three or four-year undergraduate degree in any subject.
Grade 4 to 10 – a three or four-year undergraduate degree in any subject, with at least three full undergraduate courses (18 credits) in a “teachable” subject area.
Grade 7 to 12 – a three or four-year undergraduate degree with five full undergraduate courses (30 credits) in the first “teachable”, and three full undergraduate courses (18 credits) in the second “teachable”.
Students who successfully complete the proposed Bachelor of Arts (Honours) in Geography will have more than the minimum requirements to qualify them to teach at any grade level up to grade 10. In addition, if they chose to complete their 3 full electives in a single secondary area of specialization (such as English, History, or Biology), they will fulfill the requirements for a second teachable subject and be eligible to apply to a consecutive pre-service teacher education program for grades 7-12 at a Faculty of Education. It is worth noting that the proposed four-year Bachelor of Arts (Honours) will increase the likelihood of student success in gaining admittance to a teacher education program, when compared to the current three-year Bachelor of Arts. Although a four-year degree is not required to become a teacher, the following Faculties of Education give preference to a four-year degree: Queen’s, University of Toronto, Trent University, University of Western Ontario, and University of Windsor.
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9. Nomenclature The nomenclature of the Bachelor of Arts in Geography (Honours) was assigned after review of similar programs in Ontario and elsewhere and is intended to accurately reflect the focus and level of the program and to be clear to prospective students, employers, academics and the public.
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10. Program Evaluation Algoma University’s program review policy is consistent with the standards of the Council of Ontario Universities (COU) and the Ontario Council of Academic Vice-Presidents (OCAV). As a member of COU, Algoma University maintains rigorous quality assurance standards comparable to all other publically-funded Ontario universities. Algoma University’s existing policy, general principles and guidelines governing undergraduate program reviews has been assessed in a previous submission, Bachelor of Science (Biology) which received Ministerial Consent in July 2010.
Algoma university is currently revising its program review policies and protocols to become in line with the new system of Quality Assurance for all graduate and undergraduate publically assisted universities in Ontario, approved by OCAV on February 8, 2010 which created the Ontario Universities Council on Quality Assurance. The university is in the final stages of completing its revision of policies and procedures pertaining to periodic review of programs including the intended schedule for formal evaluation and the procedures which govern the follow-up on matters raised during the review. We expect endorsement of the University’s Instuitutional Quality Assurance Processes (IQAP) at our Senate in December 2010, with ratification by COU to follow. Documentation will be available at the site visit.
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11. Academic Freedom and Integrity Algoma University provides and supports an environment for teaching and learning in which academic freedom is evident and is valued. Students and academic staff are expected to work and learn while displaying a high degree of intellectual independence. Academic activity is supported by the university’s policies and procedures that encourage academic honesty and integrity. These policies and procedures have been assessed in a prior submission Bachelor of Science (Biology) which received Ministerial Consent in July 2010. The current versions can be found in a separate compilation containing university’s policies and procedures as required in the November, 2010 Submission Guidelines for Public Organizations Applying for Ministerial Consent.
11.1 Academic Freedom and Integrity Policy
Algoma University’s Academic Freedom Policy has been assessed in a prior submission, Bachelor of Science (Biology) which received Ministerial Consent in July 2010.
11.2 Academic Honesty Policy
Algoma University’s Disciplinary Regulation on Academic Dishonesty has already been assessed in a prior submission Bachelor of Science (Biology) which received Ministerial Consent in July 2010.
11.3 Academic Honesty Procedure
Algoma University’s Disciplinary Regulations on Academic Dishonesty has already been assessed in a prior submission, Bachelor of Science (Biology) which received Ministerial Consent in July 2010.
11.4 Policy on Intellectual Products
Algoma University’s Policy on Intellectual Products has already been assessed in a prior submission Bachelor of Science (Biology) which received Ministerial Consent in July 2010.
11.5 Policy on Ethical Research Practices
The following Algoma University policies pertaining to ethical research practices have already been assessed in a prior submission, Bachelor of Science (Biology) which received Ministerial Consent in July 2010:
A Research Ethics Policy for Algoma University
Policy on Integrity in Research and Scholarship
Ethical Conduct for Research involving animals policy
Management of Research Funds policy
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12. Student Protection Algoma University endeavors to maintain the highest standard of integrity, respect and ethical conduct in its relations with students. Policies and procedures are in place to guide the protection of student interests. These have been assessed in a prior submission, Bachelor of Science (Biology) which received Ministerial Consent in July 2010. The current versions can be found in a separate compilation containing university’s policies and procedures as required in the November, 2010 Submission Guidelines for Public Organizations Applying for Ministerial Consent.
12.1 Student Protection Policies
These have been assessed in a prior submission, Bachelor of Science (Biology) which received Ministerial Consent in July 2010.
12.2. Dispute Resolution
The following policies pertain to the resolution of student’s academic appeals, complaints, grievances, and/or other disputes have already been assessed in a prior submission, Bachelor of Science (Biology) which received Ministerial Consent in July 2010:
Grade Appeals Policy
Code of Student Conduct (Non-Academic) Policies and Procedures
Human Rights Policy
12.3 Student Dismissal
The following policies pertaining to student dismissal have already been assessed in a prior submission, Bachelor of Science (Biology) which received Ministerial Consent in July 2010.
Code of Student Conduct (Non-Academic) Policies and Procedures
Disciplinary Regulation on Academic Dishonesty
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13. Optional Material
13.1 Summary of Surveys
This section provides a summary of the survey responses from potential employers of geography graduates.
Geography Potential Employers of Graduates Survey Summary of Results
March 22, 2010
Total Organizations Participating – 12 Question #1 Where do you expect graduates of an Honours Bachelor of Arts in Geography to be employed in the future (2-7 years)? Responses:
Regional, District and Provincial GIS officers
Many health care settings and natural environment
Public and private sector
As a teacher most likely if they do not have additional skills to compliment their geography background (i.e. GIS, etc.)
Possibly in Informatics directly for an employer like the Innovation Centre, working with agencies to be able to present data using technology like informatics to make possible new ways of analysis by experts in the institutions/agencies.
Some of the options available to a Honours student could possibly be, not limited to, employment in the forestry sector (private or public), any GIS related job whether it be forestry, mines, fishery, recreation, transportation.
Government Agencies, NGO's, Engineering/Surveying Firms where GIS skills are required.
Graduate school government GIS jobs private GIS jobs remote sensing GIS jobs
Resource and Environmental Industries, NGOs and Governments
Band Administration office - Lands and Resources Department
Resource Exploration or Environmental Assessments
Government or industry, potentially in geomatics
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Question #2 What abilities do you think will be necessary for graduates to have to work in these areas? (more than one answer may be provided) Responses:
Strong GIS and data manipulation skills
Self motivated and sharing ideas, concepts understanding statistics
GIS, statistics, research methods, documentation, critical thinking, analytical approach, communication/presentation, etc.
Exposure to data gathering, data analysis, confidentiality concerns, interpretation skills and dangers of doing so directly from overlay maps etc. Knowledge of agencies involved in health may be useful and able to understand privacy vs research interests
Working knowledge of the Arc suite of products would be an asset. Knowledge of PCI, or other remote sensing software would be good. Possibly knowledge in the use of softcopy 3-D viewing software (PerView, stereo analyst, DiAP) would be an asset. SOME FIELD EXPERIENCE WOULD BE GOOD, and definitely useful
GIS knowledge and experience. ESRI specific as far as MNR and the forest industry in Ontario are concerned.
GIS skills, remote sensing data interpretation skills, computer software skills related to remote sensing, and natural resources interpretation skills for landscape, cityscape, and feature extraction GIS determined demographics and relationship to business location and development
From our perspective geomatics is now being blended into remote sensing, whereas they were almost separate fields until the Google Earth phenomena took hold. For this reason we strongly feel that a geography degree graduate must have a very good understanding of both geomatics and remote sensing
Knowledge of our traditional lands, language and culture personality and attitude are vital to work within a team of dedicated individuals
Excellent communication and people skills, cross training with GIS and biology.
Practical GIS abilities, as well as a good background in IT Question #3 What are five abilities (knowledge, skills, attitudes) you believe are essential for graduates of an Honours Bachelor of Arts in Geography when they begin work in an entry-level position? Responses:
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Strong GIS Skills Programming Skills Database skills Cartography Imagery Classification Skills Strong GIS Skills Programming Skills Database skills Cartography
Understanding the variations of statistics, rates vs raw data, not misinterpreting information or making assumptions, ability to complete the task and then expand as you learn more, offer suggestions,
Computer skills, quantitative analysis skills (e.g., operations research, optimization), knowledge of legislative and policy framework in Ontario, communication skills
Critical thinking, analytical approach, communication (written/oral), time management, research
Confidentiality integrity good open personality some epi knowledge open attitude to changing priorities
Firstly, have an open mind and be willing to work in any position which comes available. Be positive, and understand most of the jobs (especially in Government) are contract. Have a good understanding of general computer skills and generic software (Microsoft suite of products). It doesn't matter how much training or knowledge you have in a subject, constant training is a given with any position.
1. GIS skills. 2. Good interpersonal skills (knowing your place in an entry-level position. 3. Keen interest in learning about their new environment and where they might fit in as time goes by. 4. Share what they've learned in school that's on the cutting edge without sounding like they know more than the CEO of the company that's employing them. 5. Awareness of their new work environment, recognizing where help may be needed and offering to help with the solution.
Knowledge of landscape features and remote sensing technology ability to interpret remotely sensed images computer knowledge and skills GIS skills good work ethic teamwork attitude good communication skills
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1. Computer literate 2. A keen interest in continuous learning. 3. Awareness of geo politics 4. Awareness of global environmental issues 5. Related part time or summer placement work to entry level positions being sought
Attitude, knowledge, desire, work ethic and skill in that order.
Instant evaluation of situations and ability to provide assessment and options
GIS, general computer skills, communication skills and analytical capabilities Question #4 What are five abilities (knowledge, skills, attitudes) you believe are essential for graduates with a Certificate in Geomatics when they begin work in an entry-level position? Responses:
Strong GIS Skills Programming Skills Database skills Cartography
Information management skills (one of the most important skills but it seems, rarely taught), communications, understanding of data collection techniques (hard to use the information if you don't understand how the data was collected/generated, or what it represents)
Digitizing, database, analytical abilities, cartographic output, presentation/report generation, data quality control
Enhanced epi knowledge confidentiality personality balanced views interest in data and opportunities to learn more about improvement from projects
At the very least, a general working knowledge of the Arc suite of products is a must. Knowledge in remote sensing software such as PCI would be an asset. Be prepared to constantly upgrade and train with any job.
1. Working knowledge of GPS including projection and map datums. 2. Working knowledge of GIS systems, particularly ESRI, but knowledge other GIS systems a bonus. 3. Knowledge of remote sensing technologies, and which ones to use for various applications, including cost/benefit understanding of the various systems out there. 4. Working and historical knowledge of photogrammetry, including various stereo viewing systems and how they integrate in various software.
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5. Awareness of remote sensing acquisition technology and the benefits of using each type, and possible integration.
1. Understanding of computer programming concepts for custom GIS/remote sensing work 2. A keen interest in continuous learning. 3. Exposure to various GIS/remote sensing software systems. 4. Awareness of and experience in using global positioning (GPS) technologies 5. Related part time or summer placement work to entry level positions being sought
Attitude, humility, knowledge, skill and dependability
Instant evaluation of situations and ability to provide assessment and options.
Same as above, with more focus on GIS Question #5 What other abilities (knowledge, skills, and attitudes) would be helpful, but not essential, for graduates of these degree programs when they begin work in an entry-level position? Responses:
modelling experience database design SQL programming
practicum and real life experience
spatial and non-spatial statistics, programming skills, strategic communications (ability to rise above the details to present key messages)
team work, can work independently, general computer knowledge, graphing/reporting, data quality control
earnestness respectful of agency who employs them
be prepared to work extensively in the field, some jobs are very physically demanding, understand a healthy lifestyle is an asset, being able to speak/write in both official languages would be an asset.
Inter-personal skills such as: good personal hygiene, manners, tact, sense of humour and knowing how and when to use it, and again, knowing their place in work and life.
experience in GIS, remote sensing, landscape feature extraction, digital mapping, and lidar ability to work in a team as well as an independent individual project management skills
1. past travel experience and willingness to travel for work 2. ability to acquire passports and be bondable
language, culture and history
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a second language, not necessarily spoken but could be computer programming language or signing
presentation skills, sense of style (GIS is partly artistic)
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Question #6 In the next 2-7 years, what do you think are the most significant trends and issues that will influence the disciplines of Geography and Geomatics and related educational programs? Responses:
Programming languages internet mapping spatial modeling
Understanding statistics, epidemiology, marketing
Increased accessibility of cheap/free high resolution information, increased scrutiny of decision making processes (public with access to information and tools to analyze it), need to consider uncertainty in decision making
Health GIS, Municipal/Utilities GIS, Emergency Management/Disaster Management GIS, Fast Map technology over the web
Health related projects showing evidence based practice, the ability to look at local data and priority populations to ensure you are going the right way to service the population, indicators etc
I think much of the "hardcopy" side of geomatics will be gone and mostly everything will be on screen. GIS will remain a constant but I think more 3D viewing applications will become available and cheaper. There has been a swing in increased funding for species at risk, climate change, and endangered species in Ontario.
A shift to a fully digital environment. We used to use air photos and now everything the MNR uses is digital. Small firms will still be using film, but the shift is clearly going digital. This trend will increase/accelerate as costs in the technology reduce.
More computer aided GIS more development of expert systems for GIS decision making especially related to business decisions for locating manufacturing, retail and food establishments
An increasing reliance on almost real time remote satellite and aerial imagery acquisition and analysis for management decisions at the senior corporate, military and government levels.
Geography professionals will require a skill and high level of training in both geomatics and remote sensing.
Funding, research
Resource Exploration or Environmental Assessments
Web deployment of GIS and general move to geomatics for sectors that have traditionally ignored it
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Question #7 Based on your experience, what do you believe should be the central theme(s) and direction for these degree programs? Responses:
Incorporate the fundamentals with technology to enable the student to automate and simplify data for analysis
Continued learning and how not to assume
Information management excellence (the tools can create neat products, but only if the data is well managed) quantitative analysis (spatial and temporal) - making maps with a computer is easy, but to create value you need to analyze the information (e.g., operations research techniques, quantitative decision making, optimization)
Geography - understanding of many disciplines that would allow the person to bring knowledge of many sectors together Geomatics - digitizing, spatial analysis, database design/understanding, GIS topology/GIS software
Balanced view of taking data from an agency, concerns of confidentiality and using positively to show patterns perhaps but not jumping to conclusions over initial data presentation and over analysis that may be misleading...interpretation is a minefield.
A general, broad based knowledge in GIS and remote sensing should be the focus with a specialization available towards ArcGIS or remote sensing software.
Applied GIS, remote sensing and the associated technologies,
GIS related demographics and its relationship to business decision making and development of expert systems GIS applications in remote sensing Physical geography as related to natural and human resources Remote sensing data processing and interpretation
The integration of many disciplines so that graduates have the following skills and knowledge sets: • Geomatics • Geographic Information Technologies • Remote Sensing • Environmental laws and management needs
Climate change and its effect on the geography of the land
Know your theory but be able to apply it outside of a normal situation (outside the box).
Adapting skills to specific programs, forestry is traditional, but what about health care, sales and marketing, crime etc.
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Question #8 Please give us any ideas you have for field placement or workplace experience for students in these programs. Responses:
There is no substitute for real world experience. Students should conduct a major GIS project while in school (like a thesis) for a possible client. Internships for co-op placements would also be great compliments to the knowledge gained from school.
Health related placements, such as GHC, APH to do projects, many agencies gather data- few use this data to look at best practices and whether we are actually effective!
Forest Resources Inventory, Ontario Terrestrial Assessment Program, Growth and Yield Program, Species at risk, Far North Initiative, Geomatics Services
Summer field work with Government, NGOs or industry in the resource sector, environmental monitoring sector.
Mining sector, First Nation offices
Environmental Assessments or resource inventory.
OFRI and ForCan for environment related, MNR at Bondar, Hospital or Group Health, Conservation Authority, City
Question #9 Do you think your organization could consider hosting field placement or co-op students from a geography program? Responses:
10%
37%37%
16%Yes, if unpaid
Yes, would consider paid co-op positions
Yes, would consider summer students
Not sure
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Question #10 Other ideas or comments. Responses:
I think that the Geomatics certificate could provide valuable skills but it should be marketed as a skill set to apply the students other knowledge (I would liken GIS skills to word processing skills, not only do you need to be able to type, you also have to have something important to say. GIS skills let you make a map, but you need to have a reason to make the map. If the students are great at making maps, but don't understand the topic/resource area, then they'll find themselves only making maps.)
Although not an industry wide requirement, our new hires would stand a better chance of employment if part of their training or summer work included the use of softcopy stereo aerial and satellite imagery analysis
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13.2 This section provides a summary of the responses from a student focus group consultation.
Geography Student Focus Group Consultation
Summary of Results March 2010
Year One Results Total Students Participating - 20
Geography Majors
35%
Taking course as elective
65%
Student Source
60%
40%
Student Intent to Pursue Fourth Year of Study in Geography
Plan to pursue fourth year of study
Do not intend to pursue fourth year of study
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55%
45%
Preference to remain at Algoma for year 4 in Geography
Prefer to remain at Algoma for year 4
Not prefer to remain at Algoma for year 4
44%
56%
Interest in Geomatics Certificate
Interested in geomatics certificate
Not interested in geomatics certificate
83%
17%
Interest in Environmental Geography
Interested in environmental geography option or more courses with a focus on environmental geography
Not interested in environmental geography option or more courses with a focus on environmental geography
159
Important roles for Geography or Geomatics graduates in society/community 5-10 years from now:
Teachers
Preventing global warming
Lab technicians
Cartographers
Rehabilitation/sustainability
Protecting resources
Census
National security
Soil sampling preservation
Mapping for surveillance
Classification soil, agriculture, water
Environmental re: pollution
Climate change researcher (x3)
Hydrology
Remote sensing
Environmental issues
Study of landforms
Statistics and demographics Essential learning outcomes:
Understanding of essential natural resources
Comfortable working in the field
Read complicated maps
Know how to study demographic trends
58%
5%
27%
5%
5%
Career Aspirations
undecided lab technician teacher making money psychologist
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Create maps
Have a global perspective on developmental issues
Understand career options
Understand interaction between population and environment
Know how to present information
Able to speak in front of a crowd
Make complex geographic information understandable to different levels of students
Good attitude towards environment Essential program elements:
Outside experience
Career support both inside and outside of the classroom
Field work
Hands-on lab work
Field trips
Volunteer opportunities
Internships
Link with places like Environment Canada for jobs
Classes outside environmental studies such as demographics
Co-ops
See how materials are mined
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Year Two Results Total Students Participating – 16
69%
31%
Source of Student
Geography Majors Taking course as elective
69%
31%
Student Intent to Pursue 4th Year of Study in Geography
Plan to pursue fourth year of study
Do not intend to pursue fourth year of study
162
92%
8%
Preference to remain at Algoma for year 4 in Geography
Prefer to remain at Algoma for year 4
Not prefer to remain at Algoma for year 4
87%
13%
Interest in Geomatics CertificateInterested in geomatics certificate
Not interested in geomatics certificate
100%
0%
Interest in Environmental Geography
Interested in environmental geography option or more courses with a focus on environmental geography
Not interested in environmental geography option or more courses with a focus on environmental geography
163
Important roles for Geography or Geomatics graduates in society/community 5-10 years from now:
Environmental consulting
Urban planning
Agricultural land use
Cartographer
Land surveyor
Teacher
Pollution control
Environment
Land developer
Zone planning/land use
Environmental monitoring
Natural resource management
GIS
Remote sensing specialist
Researcher
Disaster planning Learning outcomes:
Technical skills
In-depth knowledge of local environment, general knowledge of global environment
Knowledge of Earth’s processes
Knowledge of economic and social processes
Prepared for Masters (further study)
Practical experience
60%
7%
13%
7% 13%
Career Aspirations
undecided environmental geographer
teacher resource management
geomatics
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Theoretical concepts and processes
Knowledge of laws and policies
Be able to organize data and work
Analytical skills
Communicate verbally and in writing about general and specific topics
Human population patterns
Knowledge of different cultures
Mapping
How to use GPS Essential program elements:
Co-ops/internships (paid preferred but would accept unpaid)
Course selection
Field work
Hands on
More lab space and equipment
More instructors
Foundation in ecology and climate change
Program connects to community resources
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Year Three Results Total Students Participating – 18
68%
32%
Source of Students
Geography Majors Taking course as elective
64%
36%
Student Intent to Pursue 4th Year of Study in Geography
Plan to pursue fourth year of study
Do not intend to pursue fourth year of study
166
78%
22%
Preference to remain at Algoma for Year 4 in Geography
Prefer to remain at Algoma for year 4
Not prefer to remain at Algoma for year 4
58%
42%
Interest in Geomatics Certificate
Interested in geomatics certificate Not interested in geomatics certificate
167
Important roles for Geography or Geomatics graduates in society/community 5-10 years from now:
Environment
Mining
Forestry
History
Global warming
Agriculture
Mapping
Metallurgy
Emergency preparedness
Infrastructure assessment
84%
16%
Interest in Environmental Geography
Interested in environmental geography option or more courses with a focus on environmental geography
Not interested in environmental geography option or more courses with a focus on environmental geography
61%
5%
22%
6% 6%
Career Aspirations
undecided CESD-related
teacher international development
geomatics
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Policy development
Sustainability of resources
Water irrigation in developing countries
Oil discovery and development
Land development
Conducting a census (human)
How physical world relates to human and the physical-built world
City development
Conservation of landscapes
Teaching
Disaster planning and management
Waste management
Demographic trends
Tracking diseases
GIS
GIS for real estate/business
Cultural geography
General sustainability Essential learning outcomes:
Understand and appreciate the planet i.e. global warming
Major project with significant validation or accreditation
Charts about geographic distribution
Community leadership and planning o Roads, infrastructure o Land management policy
Environmental awareness
Interpret and write policy
Practical, technical knowledge
Write funding proposals
Practical and theory
Earth’s processes and how they impact humans
Practical, physical fieldwork
Communication
Presentation
Team work
Computers
Instruments, field tools
How to graph and report
Interpret and extrapolate data
169
Essential program elements:
Placement – paid preferred, unpaid ok
International placement
Connect coursework to careers
Recognize employment trends
Specialization (i.e. water extraction)
Field camp
Team work
Space dedicated (lab and study)
Better technical skills
Professor that has worked in the field (not videoconference)
Connect geography to CESD (linking – i.e. interest in land development, new CESD Environmental Studies stream)
Linking up with other colleges and universities to compare programs
Hands-on specialized programs
Cultural geography as a class with a non-western perspective
Student focus to help develop course curriculum
Coordination of the academic calendar for exams, assignments, etc.
Understanding of spiritual connection to land
General preference for face-to-face delivery format
Offer courses as 6 day institutes (could be first year intro or in May between the two spring sessions)
Knowledge of terminology i.e. Anishinaabe in curriculum
Special topics courses in fall/winter
Centre for R&D in Geography – fourth year students could participate
Community links
Guest speakers
